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

Learn More →

Lesson study in mathematics with TDS and RME as theoretical support: two cases from the European TIME project

Lesson study in mathematics with TDS and RME as theoretical support: two cases from the European... The authors investigate the use and potential of a theoretical combination of Realistic Mathematics Education (RME) and the Theory of Didactic Situation (TDS) to support Lesson Study (LS) in upper secondary mathematics.Design/methodology/approachCase study performed by university researchers, based on theoretical analysis and case studies based on documents and observation from lesson studies.FindingsEven within a project lasting just about three years, teachers (with no preliminary experience of lesson study) engaged in lesson design based on the combination of theoretical perspectives from TDS and RME in ways that confirm the potential of that combination to enrich and focus teachers' professional development within the framework of LS . It is not clear to what extent the intensive and continued engagement of university researchers has been or would be essential for similar and longitudinal realizations of these potentials.Practical implicationsAs current European frameworks seek to engage researchers and teachers in collaboration and exchange across countries, networking of major paradigms of research (like TDS and RME) and uses of them as supports for teachers' inquiry (like demonstrated in this paper) is of considerable institutional interest and potential impact on schools.Social implicationsTeachers' Inquiry in Mathematics Education (TIME) is a prerequisite for the development of Inquiry Based Mathematics Education, which in turn is required in many countries across the world, with the aim of fostering critical and competent citizens.Originality/valueThis combination of (major) mathematics education theories to support and enrich LS has not previously been investigated. While several aspects of adapting to LS Western contexts have been investigated in the past, including the inclusion of perspectives and tools from academic research, the role of university researchers is also quite open. While authors do not offer a systematic study of this role, authors examine how this role may involve development of new practical combinations of different, complementary theoretical tools, which indeed hold potential to support lesson study in a European context. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Lesson and Learning Studies Emerald Publishing

Lesson study in mathematics with TDS and RME as theoretical support: two cases from the European TIME project

Download PDF
13 pages

Loading next page...
 
/lp/emerald-publishing/lesson-study-in-mathematics-with-tds-and-rme-as-theoretical-support-E5trqGGD00
Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2046-8253
DOI
10.1108/ijlls-01-2022-0009
Publisher site
See Article on Publisher Site

Abstract

The authors investigate the use and potential of a theoretical combination of Realistic Mathematics Education (RME) and the Theory of Didactic Situation (TDS) to support Lesson Study (LS) in upper secondary mathematics.Design/methodology/approachCase study performed by university researchers, based on theoretical analysis and case studies based on documents and observation from lesson studies.FindingsEven within a project lasting just about three years, teachers (with no preliminary experience of lesson study) engaged in lesson design based on the combination of theoretical perspectives from TDS and RME in ways that confirm the potential of that combination to enrich and focus teachers' professional development within the framework of LS . It is not clear to what extent the intensive and continued engagement of university researchers has been or would be essential for similar and longitudinal realizations of these potentials.Practical implicationsAs current European frameworks seek to engage researchers and teachers in collaboration and exchange across countries, networking of major paradigms of research (like TDS and RME) and uses of them as supports for teachers' inquiry (like demonstrated in this paper) is of considerable institutional interest and potential impact on schools.Social implicationsTeachers' Inquiry in Mathematics Education (TIME) is a prerequisite for the development of Inquiry Based Mathematics Education, which in turn is required in many countries across the world, with the aim of fostering critical and competent citizens.Originality/valueThis combination of (major) mathematics education theories to support and enrich LS has not previously been investigated. While several aspects of adapting to LS Western contexts have been investigated in the past, including the inclusion of perspectives and tools from academic research, the role of university researchers is also quite open. While authors do not offer a systematic study of this role, authors examine how this role may involve development of new practical combinations of different, complementary theoretical tools, which indeed hold potential to support lesson study in a European context.

Journal

International Journal of Lesson and Learning Studies – Emerald Publishing

Published: Jan 10, 2023

Keywords: Lesson study; Realistic mathematics education; Theory of didactical situations; Networking of theories

References

  • Ringsted hill
    Axelsen, J.M.
  • De sinus een zaagtand? Verslag van een lesson study
    Boss-Reus, C.; Praagman, F.; Holten, F.; Bos, R.
  • Snapshots of mathematics teacher noticing during task design
    Choy, B.H.
  • French didactique des mathématiques and lesson study: a profitable dialogue?
    Clivaz, S.
  • Can didactics say how to teach? A beginning of a dialogue between the anthropological theory of the didactic and other approaches
    Gascón, J.; Nicolas, P.
  • Mathematics education: relevant, interesting and applicable
  • Didactical designs for students' proportional reasoning: an ‘open approach’ lesson and a ‘fundamental situation’
    Miyakawa, T.; Winsløw, C.
  • Paradidactic infrastructure for sharing and documenting mathematics teacher knowledge: a case study of ‘practice research’ in Japan
    Miyakawa, T.; Winsløw, C.
  • Teaching by open approach methods in Japanese mathematics classroom
    Nohda, N.; Nakahara, T.; Koyama, M.
  • Learning study: helping teachers to use theory, develop professionally, and produce new knowledge to be shared
    Pang, M.; Ling, L.
  • Realistic mathematics education and professional development: a case study of the experiences of primary school mathematics teachers in Namibia
    Peters, B.
  • Networking strategies and methods for connecting theoretical approaches: first steps towards a conceptual framework
    Prediger, S.; Bikner-Ahsbahs, A.; Arzarello, F.
  • Teachers' inquiry in mathematics education