An expert teacher’s local instruction theory underlying a lesson design study through school-based professional development
An expert teacher’s local instruction theory underlying a lesson design study through school-based professional development
Using data from a research project in Shanghai, China, this paper reports on an expert teacher’s implicit ‘Local Instruction Theories’ (LIT) (Gravemeijer, 2004) that underpin his guidance of a junior teacher in lesson design and implementation. Our analysis focuses on the expert teacher’s input to the junior teacher to help her understand how and why to redesign a lesson as part of a school-based teacher professional development project. We identified three key points of the expert’s implicit LIT: mathematics has its own form of exploration; each student should have their own thinking path at each key point of the learning process; and each student should not only be able to experience use of their own representation, but also learn about other students’ representations and the excellence of representations.
mathematics, education, professional development
401-408
International Group for the Psychology of Mathematics Education
Ding, Liping
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Jones, Keith
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Pepin, Birgit
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Sikko, Svein Arne
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July 2014
Ding, Liping
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Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Pepin, Birgit
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Sikko, Svein Arne
fe3df088-6bcc-40c4-88de-4fbe1346d0c3
Ding, Liping, Jones, Keith, Pepin, Birgit and Sikko, Svein Arne
(2014)
An expert teacher’s local instruction theory underlying a lesson design study through school-based professional development.
Nicol, Cynthia, Liljedahl, Peter, Oesterle, Susan and Allan, Darien
(eds.)
In Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (PME38 & PME-NA36).
vol. 2,
International Group for the Psychology of Mathematics Education.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
Using data from a research project in Shanghai, China, this paper reports on an expert teacher’s implicit ‘Local Instruction Theories’ (LIT) (Gravemeijer, 2004) that underpin his guidance of a junior teacher in lesson design and implementation. Our analysis focuses on the expert teacher’s input to the junior teacher to help her understand how and why to redesign a lesson as part of a school-based teacher professional development project. We identified three key points of the expert’s implicit LIT: mathematics has its own form of exploration; each student should have their own thinking path at each key point of the learning process; and each student should not only be able to experience use of their own representation, but also learn about other students’ representations and the excellence of representations.
Text
Ding-etc_local_instruction_PD_PME38_2014
- Accepted Manuscript
More information
Published date: July 2014
Venue - Dates:
38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, University of British Columbia, Vancouver, Canada, 2014-07-15 - 2014-07-20
Keywords:
mathematics, education, professional development
Identifiers
Local EPrints ID: 445742
URI: http://eprints.soton.ac.uk/id/eprint/445742
ISSN: 0771-100X
PURE UUID: 3820818b-083b-49ca-a228-9eddc7b3cb86
Catalogue record
Date deposited: 06 Jan 2021 17:47
Last modified: 16 Mar 2024 10:29
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Contributors
Author:
Liping Ding
Author:
Birgit Pepin
Author:
Svein Arne Sikko
Editor:
Cynthia Nicol
Editor:
Peter Liljedahl
Editor:
Susan Oesterle
Editor:
Darien Allan
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