Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line
Item
Title
Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line
Abstract/Description
Purpose
This paper presented the learning process of a group of primary mathematics teachers who participated in two iterations of lesson design, enactment and reflection in a Chinese Lesson Study.
Design/methodology/approach
An expansive learning theory was employed to examine the teachers’ learning process in lesson study (LS) on representing fractions on a number line. The evolution of a germ cell was utilized to feature the transformation of the object of activity from abstract to concrete through resolving contradictions among LS members. The videos of lesson planning, research lessons (RLs) and debriefing meetings were collected and analyzed to reveal the expansive learning process.
Findings
The analysis showed that the teachers expanded their learning through transforming the object from diffuse to concrete and expanded through consciously articulating the germ cell. The outcomes of object-oriented activity include improving the enacted lesson which promoted students’ conceptual understanding.
Originality/value
This study made a unique contribution to understanding the learning process of teachers in Chinese LS from the perspective of expansive learning.
This paper presented the learning process of a group of primary mathematics teachers who participated in two iterations of lesson design, enactment and reflection in a Chinese Lesson Study.
Design/methodology/approach
An expansive learning theory was employed to examine the teachers’ learning process in lesson study (LS) on representing fractions on a number line. The evolution of a germ cell was utilized to feature the transformation of the object of activity from abstract to concrete through resolving contradictions among LS members. The videos of lesson planning, research lessons (RLs) and debriefing meetings were collected and analyzed to reveal the expansive learning process.
Findings
The analysis showed that the teachers expanded their learning through transforming the object from diffuse to concrete and expanded through consciously articulating the germ cell. The outcomes of object-oriented activity include improving the enacted lesson which promoted students’ conceptual understanding.
Originality/value
This study made a unique contribution to understanding the learning process of teachers in Chinese LS from the perspective of expansive learning.
Author/creator
Date
In publication
Volume
11
Issue
2
Pages
121-132
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Keywords
IRE Approach/Concept
Primary national context
Open access/full-text available
No
Peer reviewed
Yes
ISSN
2046-8253
Citation
Huang, X., Huang, R., & Lai, M. Y. (2021). Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line. International Journal for Lesson & Learning Studies, 11(2), 121–132. https://doi.org/10.1108/IJLLS-03-2021-0026
Item sets
Linked resources
Filter by property
| Title | Alternate label | Class |
|---|---|---|
 Chinese Lesson Study Reconceptualized in Time of Core Competencies-based (hexin suyang 核心素养) Reform [Special Issue] |
Special Issue/Series |
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