ICMI25_PaperDOC_80.pdf (503.39 kB)
Lesson study: A case of expansive learning
conference contribution
posted on 2019-11-11, 10:08 authored by Geoff Wake, Colin FosterColin Foster, Keiichi NishimuraLesson 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
Find out more...History
School
- Science
Department
- Mathematics Education Centre
Published in
The Twenty-Fifth ICMI Study. Teachers of Mathematics Working and Learning in Collaborative GroupsVolume
Theme APages
205-212Source
The Twenty-Fifth ICMI Study. Teachers of Mathematics Working and Learning in Collaborative GroupsPublisher
ICMIVersion
- AM (Accepted Manuscript)
Acceptance date
2019-10-10Publisher version
Book series
ICMI Study 25Language
- en
Editor(s)
Hilda Borko; Despina PotariLocation
University of Lisbon, Lisbon, PortugalEvent dates
4th February 2020 - 7th February 2020Depositor
Dr Colin Foster Deposit date: 10 November 2019Usage metrics
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