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Beyond the borders of the local: How “instructional products” from learning study can be shared and enhance student learning
University Jönköping, Sweden.ORCID iD: 0000-0001-7556-7974
University Jönköping, Sweden. (Research in Inclusion, Democracy and Equity (RIDE))ORCID iD: 0000-0001-6176-8898
University Jönköping, Sweden.
2018 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 7, no 2, p. 111-123Article in journal (Refereed) Published
Abstract [en]

Purpose – The purpose of this paper is to present how experiences gained from a theory-informed lesson study – learning study (LrS) – in regard to a specific learning goal can be shared and used by other teachers in new contexts.

Design/methodology/approach – A group of teachers worked together in a cyclic, iterative process of planning, evaluating and revising teaching. The aim was to provide possibilities for grade 2 and 3 students to become familiar with negative numbers. The teacher group came to the conclusion that the students needed to be able to differentiate some aspects of negative numbers. The conjecture was put to the test in a follow-up study(FS) with five new teachers and eight classes. One lesson was taught based on the empirical findings in the LrS.

Findings – The results suggest that teachers’ collaborative work has possibilities to produce knowledge about critical aspects of learning that can be communicated and adopted in new contexts. The teachers in the FS were able to make sense of the results from LrS and incorporate the critical aspects in their teaching in away that enhanced students’ learning.

Originality/value – It is demonstrated that teacher collaboration in LrS can create knowledge that goes beyond the border of the local context

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2018. Vol. 7, no 2, p. 111-123
Keywords [en]
Variation theory, Lesson study, Knowledge production, Negative numbers, Sharing instructional products
National Category
Didactics
Research subject
Education, Didactics
Identifiers
URN: urn:nbn:se:lnu:diva-118957DOI: 10.1108/ijlls-01-2018-0004OAI: oai:DiVA.org:lnu-118957DiVA, id: diva2:1733205
Available from: 2023-02-01 Created: 2023-02-01 Last updated: 2023-02-02Bibliographically approved
In thesis
1. Delaktighet för elever med olika förkunskaper i matematik: en interdisciplinär studie om betydelsen av undervisningens utformning och genomförande för elevers lärande
Open this publication in new window or tab >>Delaktighet för elever med olika förkunskaper i matematik: en interdisciplinär studie om betydelsen av undervisningens utformning och genomförande för elevers lärande
2023 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This dissertation is about developing our knowledge of teaching and student learning through examining teaching that has been designed and implemented with in a learning study. Applying an interdisciplinary approach, this research builds knowledge of how teaching can be designed and implemented for young students with different prior knowledge of mathematics. The focus is on inclusive education and, in particular, on inclusive learning environments. Teaching and learning about whole numbers for students in grades 2 and 3 were studied.The empirical material, mainly comprising videotaped lessons and the results of identical knowledge tests that the students completed before and after the lessons, was collected in a learning study and used in two steps. First, the teaching characteristics were analysed at a collective level, mainly based on test results used to measure learning outcomes, i.e.,students’ ability to expand their number range from natural to whole numbers. The extent to which the teaching characteristics were transferable to new teaching contexts was also investigated. Second, an interdisciplinary approach was followed, applying knowledge and theories from special needs education and mathematics education. Examining teaching characteristics in relation to outcomes, the research perspective expanded from the collective to the individual level, emphasizing participation and learning among students with different prior knowledge according to test results. Notably, at a collective level, teaching was characterized by being based on the identification of critical aspects. Analyses of teaching outcomes at the individual level revealed a mixed picture of student learning and participation in the learning study lessons. Concerning one studied lesson, an analysis of student test results revealed considerable diversity in student achievement, indicating that some students learned what was intended while others did not. However, test results from another lesson indicated that all students progressed in learning about whole numbers. During this lesson, the teacher-guided mathematical discourse incorporating several routines seemed to be central to facilitating student participation as well as change in the discourse on whole numbers.The main conclusion is that the interdisciplinary research approach helped foster deeper insight into teaching design and its outcomes regarding individual students’ learning and participation. In addition, the findings emphasize the importance of teachers taking responsibility for inviting the students into the mathematical discourse in relation to the access aspect of participation, and then, through challenging questions, facilitating progress to the collaborative aspect of participation. 

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2023. p. 117
Series
Linnaeus University Dissertations ; 480
Keywords
inclusive education, interdisciplinary research, learning, learning study, mathematical discourse, participation, teaching, variation theory, whole numbers.
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education; Education, Special Education
Identifiers
urn:nbn:se:lnu:diva-118954 (URN)10.15626/LUD.480.2023 (DOI)9789189709904 (ISBN)9789189709911 (ISBN)
Public defence
2023-02-24, Ma135, Fullriggaren, hus Magna, Pedalstråket 7, Kalmar, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2023-02-02 Created: 2023-02-01 Last updated: 2023-03-24Bibliographically approved

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