Lesson study beyond its initial adaptation: a case without external support
Journal of Mathematics Teacher Education, ISSN: 1573-1820, Vol: 27, Issue: 2, Page: 163-183
2024
- 3Citations
- 20Captures
Metric Options: CountsSelecting the 1-year or 3-year option will change the metrics count to percentiles, illustrating how an article or review compares to other articles or reviews within the selected time period in the same journal. Selecting the 1-year option compares the metrics against other articles/reviews that were also published in the same calendar year. Selecting the 3-year option compares the metrics against other articles/reviews that were also published in the same calendar year plus the two years prior.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Article Description
Since 2016, Park School in Denmark has consistently used Japanese lesson study as an approach to the professional development of its mathematics teachers. The school has moved beyond the initial adaptation of lesson study, and no longer includes external support. In this article, I investigate how three groups of teachers participated in the maturing lesson-study phases, especially the reflection phase. I apply social practice theory, particularly the concepts of figured worlds and improvisation, to examine the groups’ improvisation of artefacts and actions during lesson study, and the mature, valued outcomes. This study explains how and why the mature lesson-study efforts at Park School offer predominantly superficial learning opportunities to students and teachers alike. It concludes that in countries unaccustomed to lesson study, external support (or other external knowledge sources) is also important at the mature stages of its adaptation. This study proposes three activities that offer such support.
Bibliographic Details
Springer Science and Business Media LLC
Provide Feedback
Have ideas for a new metric? Would you like to see something else here?Let us know