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Theory-informed lesson study as practice based research:identifying what is critical for grade 2 and 3 pupils’ learning of negative numbers
Jönköping University, Sweden.ORCID iD: 0000-0001-7556-7974
Mörbylånga municipality, Mörbylånga, Sweden. (Research in Inclusion, Democracy and Equity (RIDE))ORCID iD: 0000-0001-6176-8898
2017 (English)In: Quadrante, ISSN 0872-3915, Vol. 26, no 2, p. 19-42Article in journal (Refereed) Published
Abstract [en]

The aim of the paper is to demonstrate how a theory-informed lesson study can be a form of practice-based research where knowledge is generated within the process of teachers’ actions. Learning study shares features with lesson study, such as the iterative design, the teacher driven approach and with attention to student learning, but is guided by a theoretical framework. The dominant theory has been variation theory. In learning study, the focus is the object of learning and what must be learned to make the object of learning one’s own. A learning study about learning and teaching negative numbers to young pupils (age 8-9) in a Swedish context is used as an example. Our proposal is in resonance with Morris’ and Hiebert’s (2011) suggestion that lesson study is a system that can generate instructional products that are sharable and open for improvement by other actors. The ‘instructional product’ from learning study is a theoretical description of the object of learning, how it is constituted and can be taught. In the learning study reported, three teachers worked in collaboration to identify the critical aspects for realizing the existence of negative numbers. The critical aspects emerged and were successively specified in the process and as a result of a thorough analysis of data on pupils’ learning and the lessons.

Place, publisher, year, edition, pages
Associacao de professores de matimatica (APM) , 2017. Vol. 26, no 2, p. 19-42
National Category
Didactics
Research subject
Education, Didactics
Identifiers
URN: urn:nbn:se:lnu:diva-118958DOI: 10.48489/quadrante.22952OAI: oai:DiVA.org:lnu-118958DiVA, id: diva2:1733208
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: 2024-03-19Bibliographically approved

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Lövström, Anna

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