Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line

Autor/inn/en	Huang, Xingfeng; Huang, Rongjin; Lai, Mun Yee
Titel	Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line
Quelle	In: International Journal for Lesson and Learning Studies, 11 (2022) 2, S.121-132 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Xingfeng) ORCID (Huang, Rongjin) ORCID (Lai, Mun Yee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-8253
DOI	10.1108/IJLLS-03-2021-0026
Schlagwörter	Learning Processes; Lesson Plans; Elementary School Teachers; Mathematics Teachers; Fractions; Video Technology; Meetings; Teacher Attitudes; Cytology; Outcomes of Education; Concept Formation; Foreign Countries; Teacher Exchange Programs; Teacher Student Relationship; Evolution; Teaching Methods; Teacher Collaboration; Faculty Development; Grade 4; United Kingdom; China (Shanghai) + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Lesson planning; Unterrichtsplanung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Bruchrechnung; Meeting; Tagung; Lehrerverhalten; Zytologie; Lernleistung; Schulerfolg; Concept learning; Begriffsbildung; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; School year 04; 4. Schuljahr; Schuljahr 04; Großbritannien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01