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Lesson study: A case of expansive learning

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conference contribution
posted on 2019-11-11, 10:08 authored by Geoff Wake, Colin FosterColin Foster, Keiichi Nishimura
Lesson study is increasingly used throughout the world as a model of collaborative professional learning. In this article we describe the theoretical foundations of an ongoing study which seeks to explore how we might inform collaborative learning with a focus on the development of curriculum coherence. The study involves collaboration between teachers and researchers in both the United Kingdom and Japan. We draw on the theory of expansive learning as a development of Cultural Historical Activity Theory and give insight into the potential this has to inform our work with a range of didactical devices or artefacts that provide connections across topics of conceptual understanding of mathematics and development over time. Expansive learning as a theoretical lens helps us understand our exploratory work in this area and provides insights into how this may be taken forward over the course of the study

Funding

Exploring socially distributed professional knowledge for coherent curriculum design

UK Research and Innovation

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History

School

  • Science

Department

  • Mathematics Education Centre

Published in

The Twenty-Fifth ICMI Study. Teachers of Mathematics Working and Learning in Collaborative Groups

Volume

Theme A

Pages

205-212

Source

The Twenty-Fifth ICMI Study. Teachers of Mathematics Working and Learning in Collaborative Groups

Publisher

ICMI

Version

  • AM (Accepted Manuscript)

Acceptance date

2019-10-10

Book series

ICMI Study 25

Language

  • en

Editor(s)

Hilda Borko; Despina Potari

Location

University of Lisbon, Lisbon, Portugal

Event dates

4th February 2020 - 7th February 2020

Depositor

Dr Colin Foster Deposit date: 10 November 2019

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