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title: Cultural Transposition of Chinese Lesson Study to Italy: An Exploratory Study on Fractions in a Fourth-Grade Classroom
created: 2022-08-08T20:43:15+00:00
modified: 2022-09-21T05:02:39+00:00
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abstract description: Purpose The purpose of this paper is to explore the early implementation of a model of mathematics teacher development in Italian schools, inspired by Chinese lesson study (CLS), focusing on similarities and differences. Design/methodology/approach A research lesson study on fractions in the fourth grade was conducted. The approach was designed based on the theory of semiotic mediation (TSM) enriched by means of quaternary analysis and the variation pedagogy of CLS. In this study, qualitative methods were employed involving the collection of data including lesson plans, observations and post-lesson analyses. Findings The purpose of this study is to determine what works and what does not work in the Italian context. Answers to the following research questions are provided: How did LS incorporate quaternary analysis and variation pedagogy in the TSM? How and why were changes introduced in the structure of the lesson plan with respect to the CLS? How did members of the Italian Mathematics Teaching Research Group increase their knowledge of teaching methods and content? Research limitations/implications The issues to be considered in further studies include the possible conflicts emerging between the cultures of teaching in China and Italy and the way to overcome them. Practical implications The main ideas of CLS are consistent with the general indications of the Italian Ministry of Education for the three-year program (2016-2019) of mandatory teacher development. Originality/value Reporting the findings of an Italian LS is aimed at exploring the differences and similarities among the different forms of LS, under the influence of cultural and institutional constraints.
author: Bartolini Bussi, Maria Giuseppina
author: Bertolini, Chiara
author: Ramploud, Alessandro
author: Sun, Xuhua
date: 2017
in publication: International Journal for Lesson and Learning Studies
volume: 6
issue: 4
pages: 380-395
resource type: Research/Scholarly Media
status: Published Text
genre: Empirical
keywords: Chinese lesson study
keywords: cultural transposition
keywords: fractions
keywords: Italian school system
keywords: primary school mathematics
keywords: semiotic mediation
approach concept: Lesson Study
approach concept: Chinese Lesson Study
national context: Italy
open access: Yes
peer: Yes
issn: 2046-8253
doi: IJLLS-12-2016-0057
url: https://doi.org/10.1108/IJLLS-12-2016-0057
url: https://www.researchgate.net/publication/319347157_Cultural_transposition_of_Chinese_lesson_study_to_Italy_an_exploratory_study_on_fractions_in_a_4th_grade_classroom
is part of: http://core.miserver.it.umich.edu/omeka-s/api/items/3982
apa: Bartolini Bussi, M. G., Bertolini, C., Ramploud, A., & Sun, X. (2017). Cultural Transposition of Chinese Lesson Study to Italy: An Exploratory Study on Fractions in a Fourth-Grade Classroom. International Journal for Lesson and Learning Studies, 6(4), 380–395. https://doi.org/10.1108/IJLLS-12-2016-0057
id: PW9CTALV
class: ire:JournalArticle
year: 2017
catalog: Emerald Insight
extra: Publisher: Emerald Publishing Limited
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IJLLS-12-2016-0057
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319347157 Cultural transposition of Chinese lesson study to Italy an exploratory study on fractions in a 4th grade classroom
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display title: Theory and Practice of Chinese Lesson Study and Its Adaption in Other Countries [Special Issue]

http://core.miserver.it.umich.edu/omeka-s/api/resources/3982
title: Theory and Practice of Chinese Lesson Study and Its Adaption in Other Countries [Special Issue]
contains part: http://core.miserver.it.umich.edu/omeka-s/api/items/3826