Can findings from learning studies be shared by others?

International Journal for Lesson and Learning Studies

Volumn 1, Issue 3, 2012, Pages 232-244

  Kullberg, Angelika ^a  

^a UNIVERSITY OF GOTHENBURG   (Sweden)

Author keywords

Decimal numbers; Learning; Learning study; Mathematics; Student learning; Students; Teacher knowledge; Teachers; Variation theory

Indexed keywords

EID: 84958953805     PISSN: 20468253     EISSN: 20468261     Source Type: Journal    
DOI: 10.1108/20468251211256438     Document Type: Article

References (37)

1. Ball, D.L. (1993), “Halves, pieces, and twoths: constructing and using represential contexts in teaching fractions”, in Carpenter, T.P., Fennema, E. and Romberg, T.A. (Eds), Rational Numbers: An Integrating of Research, Lawrence Erlbaum, London, pp. 157-95.
2. Brown, A.L. (1992), “Design experiments: theoretical and methodological challenges in creating complex interventions in classroom settings”, The Journal of the Learning Sciences, Vol. 2 No. 2, pp. 141-78.
3. Carlgren, I. (2010), “‘Learning study’ as a model for educational ‘clinical’ (paedeutical) research”, paper presented at the World Association of Lesson Studies Conference, Brunei University, Brunei Darussalam, 8-10 December.
4. Cobb, P., Confrey, J., Di Sessa, A., Lehrer, R. and Schauble, L. (2003), “Design experiments in educational research”, Educational researcher, Vol. 32 No. 1, pp. 9-13.
5. Collins, A. (1992), “Toward a design science of education”, in Scanlon, E. and O'shea, T. (Eds), New Directions in Educational Technology, Springer, Berlin, pp. 15-22.
6. Fernandez, C. and Yoshida, M. (2009), “Lesson study – recasting this practice in more productive terms”, paper presented at the The World Association of Lesson studies International Conference 2009, Hong Kong Institute of Education, Hong Kong, 7-10 December, 2009.
7. Fischbein, E., Tirosch, D. and Hess, P. (1979), “The intuition of infinity”, Educational Studies in Mathematics, Vol. 10 No. 1, pp. 3-40.
8. Gustavsson, L. (2008), Att bli bättre lärare. Hur undervisningsinnehållets behandling blir till samtalsämne lärare emellan (Becoming a Better Teacher. Ways of Dealing with the Content Made a Topic of Conversation Among Teachers), Umeå University, Umeå (in Swedish).
9. Hall, E. (2009), “Engaging in and engaging with research: teacher inquiry and development”, Teachers and Teaching: Theory and Practice, Vol. 15 No. 6, pp. 669-81.
10. Hart, K. (1981), Children's Understanding of Mathematics: 11-16, Murray, London.
11. Hiebert, J., Gallimore, R. and Stigler, J.W. (2002), “A knowledge base for the teaching profession: what would it look like an how can we get one?”, Educational Researcher, Vol. 31, pp. 3-15.
12. Holmqvist, M. (Ed.) (2006), Lärande i skolan. Learning study som skolutvecklingsmodell (Learning in school. Learning study as a model for school development), Studentlitteratur, Lund (in Swedish).
13. Holmqvist, M. (2010), “Teachers’ learning in a learning study”, Instructional Science, Vol. 39 No. 4, pp. 497-511.
14. Holmqvist, M. (2011), “Teachers’ learning in a learning study”, Instructional Science, Vol. 39 No. 4, pp. 497-511.
15. Kullberg, A. (2007), “Can lessons be replicated?”, in Woo, J.H., Lew, H.C., Park, K.S. and Seo, D.Y. (Eds), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, PME, Seoul, pp. 121-8.
16. Kullberg, A. (2010), What is Taught and What is Learned. Professional Insights Gained and Shared by Teachers of Mathematics, Gothenburg Studies in Educational Sciences 293, Acta Universitatis Gothoburgensis, Göteborg.
17. Kullberg, A. (2011), “Nycklar till elevernas lärande (Keys to students’ learning)”, in Jansson, B. (Ed.), Utbildningsvetenskapens kärna (The core of educational science), Gleerup, Malmö, (in Swedish).
18. Lo, M.L., Pong, W.Y. and Chik, P.P.M. (2005), For Each and Everyone. Catering for Individual Differences Through Learning Studies, Hong Kong University Press, Hong Kong.
19. Lewis, C., Perry, R. and Murata, A. (2006), “How should research contribute to instructional improvement? The case of Lesson study”, Educational Researcher, Vol. 35 No. 3, pp. 3-14.
20. Ma, L. (1999), Knowing and Teaching Elementary Mathematics, Erlbaum, Mahwah, N.J.
21. Marton, F. and Booth, S. (1997), Learning and Awareness, Lawrence Erlbaum, Mahwah, NJ.
22. Marton, F. and Morris, P. (2002), What Matters? Discovering Critical Conditions of Classroom Learning, Acta Universitatis Gothoburgensis, Göteborg.
23. Marton, F. and Pang, M.F. (2003), “Beyond ‘lesson study’: comparing two ways of facilitating the grasp of economic concepts”, Instructional Science, Vol. 31 No. 3, pp. 175-94.
24. Marton, F. and Pang, M.F. (2006), “On some necessary conditions of learning”, The Journal of the Learning Sciences, Vol. 15 No. 2, pp. 193-220.
25. Marton, F. and Tsui, A.B. (2004), Classroom Discourse and the Space of Learning, Erlbaum, Mahwah, NJ.
26. Morris, A.K. and Hiebert, J. (2011), “Creating shared instructional products: an alternative approach to improving teaching”, Educational Researcher, Vol. 40 No. 1, pp. 5-14.
27. Runesson, U. (2008), “Learning to design for learning: the potential of learning study to enhance learning on two levels: teacher's and student's learning”, in Wood, T. and Sullivan, P. (Eds), Knowledge and Beliefs in Mathematics and Teaching Development, Sense Publishers, Rotterdam, pp. 153-72.
28. Runesson, U. (2009), “Reducing or opening up for complexity? The paradox of how to facilitate student learning”, in Tzekaki, M., Kaldrimidou, M. and Sakonidis, H. (Eds), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 5, Thessaloniki, Greece, pp. 25-32.
29. Runesson, U. and Kullberg, A. (2010), “Learning from variation: differences in learners’ ways of experiencing differences”, in Sriraman, B., Bergsten, C., Goodchild, S., Michelsen, C., Palsdottir, G., Steinthorsdottir, O. and Haapasalo, L. (Eds), The Sourcebook on Nordic Research in Mathematics Education, Information Age Publishing, Charlotte, NC, pp. 299-318.
30. Runesson, U., Kullberg, A. and Maunula, T. (2011), “Sensitivity to student learning – a possible way to enhance teachers’ and students’ learning?”, in Zaslawski, O. and Sullivan, P. (Eds), Constructing Knowledge for Teaching Secondary Mathematics, Springer, London, pp. 263-78.
31. Shulman, L.S. (1987), “Knowledge and teaching: foundations of the new reform”, Harvard Educational Review, Vol. 57 No. 1, pp. 1-22.
32. Smith, C., Solomon, G. and Carey, S. (2005), “Never getting to zero: elementary school students’ understanding of the infinite divisibility of number and matter”, Cognitive Psychology, Vol. 51 No. 1, pp. 101-40.
33. Stacey, K., Helme, S. and Steinle, V. (2001), “Confusions between decimals, fractions and negative numbers: a consequence of the mirror as a conceptual metaphor in three different ways”, in van den Heuvel-Panhuizen, M. (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, PME, Utrecht, pp. 217-24.
34. Steinle, V. (2004), “Changes with age in students’ misconceptions of decimal numbers”, unpublished PhD thesis, University of Melbourne, Melbourne.
35. Stigler, J. and Hiebert, J. (1999), The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom, The Free Press, New York, NY.
36. Vamvakoussi, X. and Vosniadou, S. (2007), “How many numbers are there in a rational number interval? Constraints, synthetic models and the effect of the number line”, in Vosniadou, S., Baltas, A. and Vamvakoussi, X. (Eds), Reframing the Conceptual Change Approach in Learning and Instruction, Elsevier, Oxford, pp. 265-82.
37. Vosniadou, S., Vamvakoussi, X. and Skopeliti, I. (2008), “The framework theory approach to the problem of conceptual change”, in Vosniadou, S. (Ed.), International Handbook of Research on Conceptual Change, Routledge, New York, NY, pp. 3-34.