Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics

ZDM - Mathematics Education

Volumn 48, Issue 4, 2016, Pages 555-569

  Warwick, Paul ^a   Vrikki, Maria ^a   Vermunt, Jan D ^a   Mercer, Neil ^a   van Halem, Nicolette ^b  

^a UNIVERSITY OF CAMBRIDGE   (United Kingdom)

^b UTRECHT UNIVERSITY   (Netherlands)

Author keywords

Dialogic space; Dialogue; Lesson Study; Mathematics vocabulary; Teacher learning

Indexed keywords

EID: 84976384243     PISSN: 18639690     EISSN: 18639704     Source Type: Journal    
DOI: 10.1007/s11858-015-0750-z     Document Type: Article

References (60)

1. Akkerman, S., Admiraal, W., Brekelmans, M., & Oost, H. (2008). Auditing quality of research in social sciences. Quality & Quantity, 42(2), 257–274.
2. Angelillo, C., Rogoff, B., & Chavajay, P. (2007). Examining shared endeavours by extracting video coding schemes with fidelity to cases. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 189–206). Mahwah: Erlbaum.
3. Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533–548.
4. Ball, D. L., & Bass, H. (2000). Making believe: The collective construction of public mathematical knowledge in the elementary classroom. In D. Phillips (Ed.), Yearbook of the National Society for the Study of Education, Constructivism in Education (pp. 193–224). Chicago: University of Chicago Press.
5. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching what makes it special? Journal of Teacher Education, 59(5), 389–407.
6. Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. In E. Baker, B. McGaw, & P. Peterson (Eds.), International encyclopedia of education (part 7) (3rd ed., pp. 548–555). Oxford: Elsevier Scientific Publishers.
7. Cajkler, W., Wood, P., Norton, J., & Pedder, D. (2013). Lesson study: Towards a collaborative approach to learning in initial teacher education? Cambridge Journal of Education, 43(4), 537–554.
8. Chen, X., & Yang, F. (2013). Chinese teachers’ reconstruction of the curriculum reform through lesson study. International Journal for Lesson and Learning Studies, 2(3), 218–236.
9. Cheung, W. M., & Wong, W. Y. (2014). Does lesson study work? A systematic review on the effects of lesson study and learning study on teachers and students. International Journal for Lesson and Learning Studies, 3(2), 137–149.
10. Chichibu, T., & Kihara, T. (2013). How Japanese schools build a professional learning community by lesson study. International Journal for Lesson and Learning Studies, 2(1), 12–25.
11. Cresswell, J. (2007). Qualitative enquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks: Sage.
12. Daniels, H. (2001). Vygotsky and pedagogy. London: Routledge/Falmer.
13. Davies, P., & Dunnill, R. (2008). ‘Learning Study’ as a model of collaborative practice in initial teacher education. Journal of Education for Teaching, 34(1), 3–16.
14. Department for Education (2013). Mathematics programmes of study: key stage 1 and 2: National curriculum in England.
15. Doig, B., & Groves, S. (2011). Japanese lesson study: Teacher professional development through communities of inquiry. Mathematics Teacher Education & Development, 13(1), 77–93.
16. Dudley, P. (2012). Lesson Study development in England: from school networks to national policy. International Journal for Lesson and Learning Studies, 1(1), 85–100.
17. Dudley, P. (2013). Teacher learning in Lesson Study: What interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of students learning, to develop practice knowledge and so enhance their students’ learning. Teaching and Teacher Education, 34, 107–121.
18. Edwards, A. (2012). The role of common knowledge in achieving collaboration across practices. Learning, Culture and Social Interaction, 1(1), 22–32.
19. Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding. London: Methuen.
20. Engstrom, Y. (2003). Activity theory and individual and social transformation. In Y. Engstrom, R. Miettinen, & R. L. Punamaki (Eds.), Perspectives on activity theory. Cambridge: Cambridge University Press.
21. Ferguson, R. (2009). The construction of shared knowledge through asynchronous dialogue. PhD thesis, The Open University. Available online at: http://oro.open.ac.uk/19908/1/RFerguson_Thesis.pdf. Accessed 10 Nov 2014.
22. Fernandez, M. L. (2010). Investigating how and what prospective teachers learn through microteaching lesson study. Teaching and Teacher Education, 26(2), 351–362.
23. Guskey, T. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 45–51.
24. Harris, A., Day, C., Goodall, J., Lindsay, G., & Muijs, D. (2006). What difference does it make? Evaluating the impact of continuing professional development in schools. Scottish Educational Review, 37, 90–98.
25. Hart, L. C., & Carriere, J. (2011). Developing the habits of mind for a successful lesson study community. In L. C. Hart, A. S. Alston, & A. Murata (Eds.), Lesson study research and practice in mathematics education (pp. 27–38). Netherlands: Springer.
26. Heritage, J., & Clayman, S. (2010). Conversation analysis: Some theoretical background. In J. Heritage & S. Clayman (Eds.), Talk in action: Interactions, identities, and institutions. Chichester: Wiley-Blackwell.
27. Horn, I., & Little, J. (2010). Attending to problems of practice: routines and resources for professional learning in teachers’ workplace interactions. American Educational Research Journal, 47(1), 181–217.
28. Howe, C. (2010). Peer dialogue and cognitive development: a two-way relationship? In K. Littleton & C. Howe (Eds.), Educational dialogues: Understanding and promoting productive interaction. Abingdon: Routledge.
29. Kullberg, A. (2012). Can findings from learning studies be shared by others? International Journal for Lesson and Learning Studies, 1(3), 232–244.
30. Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19(2), 149–170.
31. Lewis, J. M., Fischman, D., Riggs, I., & Wasserman, K. (2013). Teacher learning in lesson study. Montana Mathematics Enthusiast, 10(3), 583-620.
32. Lewis, C. C., Perry, R. R., & Hurd, J. (2009). Improving mathematics instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, 12(4), 285–304.
33. Lewis, C., & Takahashi, A. (2013). Facilitating curriculum reforms through lesson study. International Journal for Lesson and Learning Studies, 2(3), 207–217.
34. Lewis, C., & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: Research lessons and the improvement of Japanese education. American Educator, (Winter), 14–17 and 50–52.
35. Lieberman, A., & Miller, L. (2008). Teacher in professional communities. New York: Teachers College Press.
36. Littleton, K., & Mercer, N. (2013). Interthinking: Putting talk to work. Abingdon: Routledge.
37. Liu, Y. (2013). The social organisation of talk-in-interaction at work in a language teacher professional community. Learning, Culture and Social Interaction, 2(3), 195–207.
38. McLaughlin, M., & Talbert, J. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. New York: Teachers College Press.
39. Mercer, N. (2004). Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking. Journal of Applied linguistics and Professional Practice, 1(2), 137–168.
40. Mercer, N. (2013). The social brain, language, and goal-directed collective thinking: A social conception of cognition and its implications for understanding how we think, teach, and learn. Educational Psychologist, 48(3), 148–168.
41. Mercer, N., & Littleton, K. (2007). Dialogue and the development of children’s thinking: A sociocultural approach. London: Routledge.
42. Mercer, N., Littleton, K., & Wegerif, R. (2004). Methods for studying the processes of interaction and collaborative activity in computer-based educational activities. Technology, Pedagogy and Education, 13(2), 193–209.
43. Murata, A., Bofferding, L., Pothen, B. E., & Taylor, M. W. (2012). Making connections among student learning, content, and teaching: Teacher talk paths in elementary mathematics lesson study. Journal for Research in Mathematics Education, 43(5), 616–650.
44. Opfer, V. D., & Pedder, D. (2011). The lost promise of teacher professional development in England. European Journal of Teacher Education, 34(1), 3–24.
45. Perry, R., & Lewis, C. (2009). What is successful adaptation of Lesson Study in the US? Journal of Educational Change, 10(4), 365–391.
46. Powell, A., Francisco, J., & Maher, C. (2003). An analytical model for studying the development of learners’ mathematical ideas and reasoning using videotape data. Journal of Mathematical Behaviour, 22(4), 405–435.
47. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. London: Maurice Temple Smith.
48. Schulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
49. Sorenson, P. D., Newton, L. R., & Harrison, C. (2006). The professional development of teachers through interaction with digital video. Paper presented at the BERA Annual Conference 2006, September 2006.
50. Suzuki, Y. (2012). Teachers’ professional discourse in a Japanese lesson study. International Journal for Lesson and Learning Studies, 1(3), 216–231.
51. Tepylo, D. H., & Moss, J. (2011). Examining change in teacher mathematical knowledge through lesson study. In L. C. Hart, A. S. Alston, & A. Murata (Eds.), Lesson study research and practice in mathematics education (pp. 59–77). Netherlands: Springer.
52. Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130–154.
53. Vermunt, J. D., & Endedijk, M. D. (2011). Patterns in teacher learning in different phases of the professional career. Learning and Individual Differences, 21(3), 294–302.
54. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
55. Warwick, P., Mercer, N., Kershner, R., & Kleine Staarman, J. (2010). In the mind and in the technology: The vicarious presence of the teacher in pupil’s learning of science in collaborative group activity at the interactive whiteboard. Computers & Education, 55(1), 350–362.
56. Warwick, I., Rivers, K., & Aggleston, P. (2004). Developing a programme of continuing professional development (CPD) in citizenship. Research briefing. London: Department for Education and Skills.
57. Watson, A., & Mason, J. (2008). Mathematics as a constructive activity: Learners generating examples. Mahwah: Erlbaum.
58. Wegerif, R. (2007). Dialogic education and technology: Expanding the space for learning. New York: Springer.
59. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
60. Ylonen, A., Dudley, P., & Lang, J. (2014). London schools excellence fund: interim report. Prepared for the LSEF on behalf of Camden Borough Council; details available through educationprogramme@london.gov.uk.