Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice

Faria, Filipa; Da Ponte, João Pedro; Rodrigues, Margarida

Publication

Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice

2024Journal article

dc.contributor.author	Faria, Filipa
dc.contributor.author	Da Ponte, João Pedro
dc.contributor.author	Rodrigues, Margarida
dc.date.accessioned	2024-01-29T11:36:35Z
dc.date.available	2024-01-29T11:36:35Z
dc.date.issued	2024
dc.description.abstract	This study aims to identify how mathematics teachers understand whole-class discussions and to know the influence of lesson study on the way they orchestrate these discussions. This is a qualitative study, conducted with two groups of middle school teachers. We analyze data concerning three teachers, Patrícia, Marta, and Diana, collected through initial individual interviews and observation of three research lessons. Data are analyzed by discourse analysis, establishing a relationship between the discourse about the teachers’ understanding of wholeclass discussions in the initial interview and their subsequent orchestration of this lesson moment. From this relation, we consider the influence of the lesson studies on the teachers’ orchestration practice. The teachers’ discourse in the interviews suggest the existence of a tension between their understanding of the goals of a whole-class discussion and their practice in orchestrating the discussion, causing several challenges. The lesson study contributed to lower these tensions and challenges through the definition of a fluid lesson structure and the appreciation, selection and recording of the students’ activity, enriching the discussion. However, carrying out effective questioning and managing time proved to be complex challenges that deserve attention from further research.	pt_PT
dc.description.version	info:eu-repo/semantics/publishedVersion	pt_PT
dc.identifier.citation	Faria, F. A. B., da Ponte, J. P., & Rodrigues, M. (2024). Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice. European Journal of Science and Mathematics Education, 12(1), 156-174.	pt_PT
dc.identifier.doi	10.30935/scimath/14149	pt_PT
dc.identifier.eissn	2301-251X
dc.identifier.uri	http://hdl.handle.net/10400.21/17030
dc.language.iso	eng	pt_PT
dc.peerreviewed	yes	pt_PT
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	pt_PT
dc.subject	Whole-class discussion	pt_PT
dc.subject	Mathematical communication	pt_PT
dc.subject	Lesson study	pt_PT
dc.subject	Teacher education	pt_PT
dc.title	Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice	pt_PT
dc.type	journal article
dspace.entity.type	Publication
oaire.citation.endPage	174	pt_PT
oaire.citation.issue	1	pt_PT
oaire.citation.startPage	156	pt_PT
oaire.citation.title	European Journal of Science and Mathematics Education	pt_PT
oaire.citation.volume	12	pt_PT
person.familyName	Faria
person.familyName	MENDES DA PONTE
person.familyName	Rodrigues
person.givenName	Filipa
person.givenName	JOÃO PEDRO
person.givenName	Margarida
person.identifier	1782812
person.identifier.ciencia-id	2319-41EC-DF3A
person.identifier.ciencia-id	6D1A-43D8-25B4
person.identifier.ciencia-id	1B1C-88B5-75C4
person.identifier.orcid	0000-0001-6770-3366
person.identifier.orcid	0000-0001-6203-7616
person.identifier.orcid	0000-0003-4658-6281
person.identifier.scopus-author-id	57202834296
rcaap.rights	openAccess	pt_PT
rcaap.type	article	pt_PT
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