Conference Proceedings


Aoibhinn‏ Ní Shúilleabháin
Stéphane Clivaz



professional development lesson study mathematical knowledge for teaching primary school levels of teacher activity theoretical framework teacher learning teacher collaboration theoretical study

Analysing mathematics teacher learning in lesson study - a proposed theoretical framework (2017)

Abstract The Tenth Congress of the European Society for Research in Mathematics Education (CERME 10), Dublin, Ireland, 1-5 February 2017 The purpose of this paper is to analyse the development of teacher knowledge for mathematics through teacher participation in lesson study. Analysis is undertaken utilising an extended framework which combines both the theoretical frameworks of Mathematical Knowledge for Teaching (Ball et al., 2008) and Levels of Teacher Activity (Margolinas et al., 2005). The proposed framework is situated as a tool to detail and analyse the use and evolution of mathematics teacher knowledge in planning, conducting, and reflecting on research lessons in a lesson study cycle in a primary-school case study in Switzerland.
Collections Ireland -> University College Dublin -> College of Science
Ireland -> University College Dublin -> Mathematics and Statistics Research Collection
Ireland -> University College Dublin -> School of Mathematics and Statistics

Full list of authors on original publication

Aoibhinn‏ Ní Shúilleabháin, Stéphane Clivaz

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Aoibhinn‏ Ní Shúilleabháin
University College Dublin
Total Publications: 23