Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

How do dialogic interactions contribute to the construction of teachers' mathematical problem-solving knowledge? Construction of a conceptual framework

How do dialogic interactions contribute to the construction of teachers' mathematical... The article presents the construction of a conceptual framework, which is rooted in mathematics education and in dialogic analysis. It aims to analyse how dialogic interactions contribute to constructing teachers' mathematical problem-solving knowledge. The article provides one example of this analysis.Design/methodology/approachThe networking between a content analysis framework (Mathematical Knowledge for Teaching Problem-Solving) and a dialogic analysis framework (Lesson Study Dialogue Analysis) is presented. This leads to the construction of indicators to quantitatively and qualitatively code our data: five meetings during one lesson study cycle of a group of eight Swiss primary teachers, working on the teaching of problem-solving.FindingsThis article does not present empirical findings. The developed conceptual framework is the result presented.Research limitations/implicationsThe presented framework allows modelling, on the one hand, the knowledge relating to the teaching and learning of problem-solving and, on the other hand, the analysis of interactions during a lesson study. The article does not contain the results of the research.Practical implicationsThe use of our framework can contribute to teacher educators' and facilitators' training by highlighting which types of intervention are favourable to the development of knowledge.Originality/valueOur analysis involves a “systematic coding” approach. It allows a fine-grained analysis of the interactions in relation to the evolution of knowledge. Such a systematic approach offers the possibility of questioning the coded data in various ways. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Lesson and Learning Studies Emerald Publishing

How do dialogic interactions contribute to the construction of teachers' mathematical problem-solving knowledge? Construction of a conceptual framework

Download PDF
17 pages

Loading next page...
 
/lp/emerald-publishing/how-do-dialogic-interactions-contribute-to-the-construction-of-NBS8MzQTpz
Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2046-8253
DOI
10.1108/ijlls-03-2022-0031
Publisher site
See Article on Publisher Site

Abstract

The article presents the construction of a conceptual framework, which is rooted in mathematics education and in dialogic analysis. It aims to analyse how dialogic interactions contribute to constructing teachers' mathematical problem-solving knowledge. The article provides one example of this analysis.Design/methodology/approachThe networking between a content analysis framework (Mathematical Knowledge for Teaching Problem-Solving) and a dialogic analysis framework (Lesson Study Dialogue Analysis) is presented. This leads to the construction of indicators to quantitatively and qualitatively code our data: five meetings during one lesson study cycle of a group of eight Swiss primary teachers, working on the teaching of problem-solving.FindingsThis article does not present empirical findings. The developed conceptual framework is the result presented.Research limitations/implicationsThe presented framework allows modelling, on the one hand, the knowledge relating to the teaching and learning of problem-solving and, on the other hand, the analysis of interactions during a lesson study. The article does not contain the results of the research.Practical implicationsThe use of our framework can contribute to teacher educators' and facilitators' training by highlighting which types of intervention are favourable to the development of knowledge.Originality/valueOur analysis involves a “systematic coding” approach. It allows a fine-grained analysis of the interactions in relation to the evolution of knowledge. Such a systematic approach offers the possibility of questioning the coded data in various ways.

Journal

International Journal of Lesson and Learning Studies – Emerald Publishing

Published: Jan 10, 2023

Keywords: Teachers' mathematical knowledge; Problem-solving; Dialogic analysis; Lesson study

References

  • Developing dialogic teaching: genesis, process, trial
    Alexander, R.J.
  • Content knowledge for teaching: what makes it special?
    Ball, D.L.; Thames, M.H.; Phelps, G.
  • Uncovering the special mathematical work of teaching
    Ball, D.L.; Kaiser, G.
  • Les microgenèses situées. Unités et procédés d’analyse inductive-déductive
    Balslev, K.; Saada-Robert, M.
  • Constructing pedagogical knowledge of problem solving: preservice mathematics teachers
    Chapman, O.
  • Practice-based conception of secondary school teachers' mathematical problem-solving knowledge for teaching
    Chapman, O.
  • Mathematics teachers' knowledge for teaching problem solving
    Chapman, O.
  • Teachers' mathematical problem-solving knowledge: how is it constructed during teachers' collaborative work?
    Clivaz, S.; Batteau, V.; Pellet, J.-P.; Bünzli, L.-O.; Daina, A.; Presutti, S.
  • Mathematical discourse for teaching: a discursive framework for analyzing professional development
    Cooper, J.
  • Analyser les interactions afin de mieux comprendre comment évoluent les connaissances des enseignants dans un dispositif de Lesson Study
    Daina, A.; Presutti, S.; Batteau, V.; Bünzli, L.-O.; Clivaz, S.
  • Teacher learning in Lesson Study: what interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils' learning
    Dudley, P.
  • Mathematical knowledge for teaching probem solving: lessons from lesson study PME38
    Foster, C.; Wake, G.; Swan, M.
  • Chapter 4: discourse analysis, learning and social practice: a methodological study
    Gee, J.P.; Green, J.L.
  • Developing a coding scheme for analysing classroom dialogue across educational contexts
    Hennessy, S.; Rojas-Drummond, S.; Higham, R.; Márquez, A.M.; Maine, F.; Ríos, R.M.; García-Carrión, R.; Torreblanca, O.; Barrera, M.J.
  • Sfard's commognitive framework as a method of discourse analysis in mathematics
    Kim, D.-J.; Choi, S.; Lim, W.
  • Locating learning in teachers' communities of practice: opening up problems of analysis in records of everyday work
    Little, J.W.
  • Interthinking: putting talk to work
    Littleton, K.; Mercer, N.
  • Analyzing teacher learning in Lesson Study: mathematical knowledge for teaching and levels of teacher activity
    Ni Shuilleabhain, A.; Clivaz, S.
  • Networking strategies and methods for connecting theoretical approaches: first steps towards a conceptual framework
    Prediger, S.; Bikner-Ahsbahs, A.; Arzarello, F.
  • The impact of Lesson Study professional development on the quality of teacher learning
    Vermunt, J.D.; Vrikki, M.; van Halem, N.; Warwick, P.; Mercer, N.
  • Teacher learning in the context of Lesson Study: a video-based analysis of teacher discussions
    Vrikki, M.; Warwick, P.; Vermunt, J.D.; Mercer, N.; Van Halem, N.
  • The teacher scheme for educational dialogue analysis (T-SEDA): developing a research-based observation tool for supporting teacher inquiry into pupils' participation in classroom dialogue
    Vrikki, M.; Kershner, R.; Calcagni, E.; Hennessy, S.; Lee, L.; Hernández, F.; Estrada, N.; Ahmed, F.
  • Teacher knowledge for modelling and problem solving
    Wake, G.; Foster, C.; Swan, M.
  • Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics
    Warwick, P.; Vrikki, M.; Vermunt, J.D.; Mercer, N.; van Halem, N.
  • Transana v4.00
    Woods, D.