They’re already asking, I’m more alert: a teacher’s journey with mathematical whole-class discussions within lesson study

Filipa Faria; João Pedro da Ponte; Margarida Rodrigues; Marisa Quaresma

Publication

They’re already asking, I’m more alert: a teacher’s journey with mathematical whole-class discussions within lesson study

2025-05-06Journal article

datacite.subject.fos	Ciências Sociais::Ciências da Educação
datacite.subject.sdg	04:Educação de Qualidade
dc.contributor.author	Filipa Faria
dc.contributor.author	João Pedro da Ponte
dc.contributor.author	Margarida Rodrigues
dc.contributor.author	Marisa Quaresma
dc.date.accessioned	2025-06-02T08:13:47Z
dc.date.available	2025-06-02T08:13:47Z
dc.date.issued	2025-05-06
dc.description.abstract	Purpose The purpose of this study is to know how a teacher’s understanding and practice regarding whole-class discussion develops as she participates in three successive lesson studies. Design/methodology/approach This study is qualitative and interpretative, with participant observation design. We analyze the case of a middle school teacher (students 10–12 years old) by using discourse analysis to identify the reproduction or production of discourses regarding whole-class discussion and to identify productive networks that led to new discourses. The data analyzed in this paper were collected between 2021 and 2023 regarding a teacher’s initial individual interview and her subsequent participation in three lesson studies. Findings Even though the contribution of lesson study is traceable during the teacher’s first participation in it, sustained involvement in this process was important to raise her awareness of the impact of her practice regarding whole-class discussion on students’ learning. The teacher’s development was increased by the exploration of mathematical tasks explored before proposing them to students, anticipation of a diversity of strategies and planning the board, the presence of a facilitator and participation in more than one lesson study. Originality/value The teacher took part in three lesson studies over two school years, which allows for a longitudinal analysis of the development of her understanding and practice of whole-class discussion. Discourse analysis, considering the notions of intertext and productive networks, allowed identifying what contributed to these developments and how they evolved.	eng
dc.description.sponsorship	This work is supported by national funds through FCT– Portuguese Foundation for Science and Technology by a grant to Filipa Faria (2023.01962.BD). This work was supported by National Funds through FCT Portuguese Foundation for Science and Technology, I.P., under the scope of UIDEF — Unidade de Investigação e Desenvolvimento em Educação e Formação, UIDB/04107/2020, https://doi. org/10.54499/UIDB/04107/2020.
dc.identifier.citation	Faria, F., da Ponte, J.P., Rodrigues, M. and Quaresma, M. (2025), "They’re already asking, I’m more alert: a teacher’s journey with mathematical whole-class discussions within lesson study", International Journal for Lesson and Learning Studies, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJLLS-01-2025-0028
dc.identifier.doi	10.1108/ijlls-01-2025-0028
dc.identifier.issn	2046-8253
dc.identifier.issn	2046-8261
dc.identifier.uri	http://hdl.handle.net/10400.21/21891
dc.language.iso	eng
dc.peerreviewed	yes
dc.publisher	Emerald
dc.relation	UIDB/04107/2020
dc.relation.ispartof	International Journal for Lesson & Learning Studies
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.title	They’re already asking, I’m more alert: a teacher’s journey with mathematical whole-class discussions within lesson study
dc.type	journal article
dspace.entity.type	Publication
oaire.version	http://purl.org/coar/version/c_970fb48d4fbd8a85