Exploring teacher learning process in Chinese lesson study: a case of representing fractions on a number line

Huang, X; Huang, R; Lai, MY

Exploring teacher learning process in Chinese lesson study: a case of representing fractions on a number line

Huang, X Huang, R Lai, MY

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Publisher:: Emerald
Publication Type:: Journal Article
Citation:: International Journal for Lesson and Learning Studies, 2022, 11, (2), pp. 121-132
Issue Date:: 2022-01-01

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Field	Value	Language
dc.contributor.author	Huang, X
dc.contributor.author	Huang, R
dc.contributor.author	Lai, MY
dc.date.accessioned	2023-02-01T03:51:46Z
dc.date.available	2023-02-01T03:51:46Z
dc.date.issued	2022-01-01
dc.identifier.citation	International Journal for Lesson and Learning Studies, 2022, 11, (2), pp. 121-132
dc.identifier.issn	2046-8253
dc.identifier.issn	2046-8261
dc.identifier.uri	http://hdl.handle.net/10453/165773
dc.description.abstract	Purpose: This paper presented the learning process of a group of primary mathematics teachers who participated in two iterations of lesson design, enactment and reflection in a Chinese Lesson Study. Design/methodology/approach: An expansive learning theory was employed to examine the teachers’ learning process in lesson study (LS) on representing fractions on a number line. The evolution of a germ cell was utilized to feature the transformation of the object of activity from abstract to concrete through resolving contradictions among LS members. The videos of lesson planning, research lessons (RLs) and debriefing meetings were collected and analyzed to reveal the expansive learning process. Findings: The analysis showed that the teachers expanded their learning through transforming the object from diffuse to concrete and expanded through consciously articulating the germ cell. The outcomes of object-oriented activity include improving the enacted lesson which promoted students’ conceptual understanding. Originality/value: This study made a unique contribution to understanding the learning process of teachers in Chinese LS from the perspective of expansive learning.
dc.language	en
dc.publisher	Emerald
dc.relation.ispartof	International Journal for Lesson and Learning Studies
dc.relation.isbasedon	10.1108/IJLLS-03-2021-0026
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Exploring teacher learning process in Chinese lesson study: a case of representing fractions on a number line
dc.type	Journal Article
utslib.citation.volume	11
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2023-02-01T03:51:44Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	11
utslib.citation.issue	2

Abstract:

Purpose: This paper presented the learning process of a group of primary mathematics teachers who participated in two iterations of lesson design, enactment and reflection in a Chinese Lesson Study. Design/methodology/approach: An expansive learning theory was employed to examine the teachers’ learning process in lesson study (LS) on representing fractions on a number line. The evolution of a germ cell was utilized to feature the transformation of the object of activity from abstract to concrete through resolving contradictions among LS members. The videos of lesson planning, research lessons (RLs) and debriefing meetings were collected and analyzed to reveal the expansive learning process. Findings: The analysis showed that the teachers expanded their learning through transforming the object from diffuse to concrete and expanded through consciously articulating the germ cell. The outcomes of object-oriented activity include improving the enacted lesson which promoted students’ conceptual understanding. Originality/value: This study made a unique contribution to understanding the learning process of teachers in Chinese LS from the perspective of expansive learning.

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http://hdl.handle.net/10453/165773