Wake, Swan & Foster Professional learning through the collaborative design of problem-solving lessons.pdf (532.11 kB)
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Professional learning through the collaborative design of problem-solving lessons

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journal contribution
posted on 07.02.2019, 16:55 by Geoff Wake, Malcolm Swan, Colin FosterColin Foster
This article analyses lesson study as a mode of professional learning, focused on the development of mathematical problem solving processes, using the lens of cultural-historical activity theory. In particular, we draw attention to two activity systems, the classroom system and the lesson-study system, and the importance of making artefacts instrumental in both. We conceptualise the lesson plan as a boundary object and use this to illustrate how professional learning takes place through the introduction of carefully designed artefacts that draw on teachers’ professional knowledge of potential student approaches, and to the nature of progression in problem-solving processes. We identify the roles of instrumentalisation and instrumentation in supporting professional learning as these artefacts are prepared for use before a lesson and as they are again used as catalysts for reflection in post-lesson discussions. These artefacts are seen to effectively facilitate the socially situated learning of all participants. We conclude that the design of artefacts as boundary objects that support teaching and professional learning in their respective activity systems may be fundamental to the success of lesson study as a collaborative venture.

Funding

The work described in this article was funded by the Bowland Charitable Trust and the Nuffield Foundation.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Journal of Mathematics Teacher Education

Volume

19

Issue

2-3

Pages

243 - 260

Citation

WAKE, G., SWAN, M. and FOSTER, C., 2015. Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education, 19 (2-3), pp.243-260.

Publisher

Springer © The Authors

Version

VoR (Version of Record)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution 4.0 International (CC BY 4.0) licence. Full details of this licence are available at: http://creativecommons.org/licenses/ by/4.0/

Publication date

2015

Notes

This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

ISSN

1386-4416

eISSN

1573-1820

Language

en

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