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Po-Yuk Ko (2014)
Learning Study – the dual process of developing theory and practiceInternational Journal for Lesson and Learning Studies, 3
Kimberly Raghubar, M. Barnes, S. Hecht (2010)
Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches.Learning and Individual Differences, 20
F. Marton, M. Pang (2013)
Meanings are acquired from experiencing differences against a background of sameness, rather than from experiencing sameness against a background of difference: Putting a conjecture to the test by embedding it in a pedagogical tool, 1
Lucy Cragg, C. Gilmore (2014)
Skills underlying mathematics: The role of executive function in the development of mathematics proficiencyTrends in Neuroscience and Education, 3
L. Ling, F. Marton (2011)
Towards a science of the art of teaching: Using variation theory as a guiding principle of pedagogical designInternational Journal for Lesson and Learning Studies, 1
Heinz Steinbring (1997)
Epistemological investigation of classroom interaction in elementary mathematics teachingEducational Studies in Mathematics, 32
J. Elliott (2012)
Developing a science of teaching through lesson studyInternational Journal for Lesson and Learning Studies, 1
L. Svensson (2016)
Towards an Integration of Research on Teaching and LearningScandinavian Journal of Educational Research, 60
M. Lo, P. Chik (2016)
Two Horizons of FusionScandinavian Journal of Educational Research, 60
L. Ling (2012)
A response to the paper "Using Learning Study to improve the teaching and learning of accounting in a school in Brunei Darussalam"International Journal for Lesson and Learning Studies, 1
V. Andrew (2011)
Using Learning Study to improve the teaching and learning of accounting in a school in Brunei DarussalamInternational Journal for Lesson and Learning Studies, 1
P. Barmby, T. Harries, S. Higgins, J. Suggate (2009)
The array representation and primary children’s understanding and reasoning in multiplicationEducational Studies in Mathematics, 70
Dominik Palek (2013)
Was the Great Depression always depressing? Examining diachronic diversity in students’ historical learningInternational Journal for Lesson and Learning Studies, 2
M. Holmqvist, G. Brante, Charlotte Tullgren (2012)
Learning Study in pre-school : teachers' awareness of children's learning and what they actually learnInternational Journal for Lesson and Learning Studies, 1
Angelika Kullberg (2012)
Students’ open dimensions of variationInternational Journal for Lesson and Learning Studies, 1
Purpose– The purpose of this paper is to suggest ways that we can widen our vision since our views are limited by our theoretical lens. Design/methodology/approach– The paper first draws on articles in the current issue to illustrate how limitations imposed by our theoretical lens can be partly overcome. It then draws on the insights from two recent papers by Svensson (2016) and Lo and Chik (2016) to discuss some ways forward. Svensson’s paper argues for integrating research on teaching and learning using case-based studies and the contextual analysis approach. Lo and Chik’s paper is about how our learning can go beyond the single case through attending to fusion in the external horizon. The conceptual lens from these two papers which are from the phenomenography, variation theory and learning study tradition is applied to look at some of the papers in this issue which are from the lesson study tradition. Findings– Although there is an inherent limitation to what we can see as a consequence of the theoretical lens that we take, we can widen our vision by learning to see from others’ perspectives and gain insights that would be useful to us. Originality/value– The conceptual lenses from the phenomenography, variation theory and learning study tradition is applied to look at some of the papers which are from the lesson study tradition to reveal alternative ways of seeing.
International Journal for Lesson and Learning Studies – Emerald Publishing
Published: Jul 11, 2016
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