Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line

Item

Title

Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line

Abstract/Description

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.

Author/creator

Huang, Xingfeng

Huang, Rongjin

Lai, Mun Yee

Date

2021

In publication

International Journal for Lesson and Learning Studies

Volume

11

Issue

2

Pages

121-132

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Keywords

Chinese lesson study

expansive learning cycle

expansive learning theory

germ cell

lesson study

transformation of the object

IRE Approach/Concept

Lesson Study

Chinese Lesson Study

Primary national context

China

Open access/full-text available

en No

Peer reviewed

en Yes

ISSN

2046-8253

DOI

10.1108/IJLLS-03-2021-0026

URL

Official Publisher's Webpage (Emerald Insight)

Is part of

Chinese Lesson Study Reconceptualized in Time of Core Competencies-based (hexin suyang 核心素养) Reform [Special Issue]

Citation

Huang, X., Huang, R., & Lai, M. Y. (2021). Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line. International Journal for Lesson & Learning Studies, 11(2), 121–132. https://doi.org/10.1108/IJLLS-03-2021-0026

Item sets

Int J Lesson Learning Std 11(2)

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