Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Charlotte Krog Skott, Liping Ding, Svein Arne Sikko
Norwegian University of Science and Technology
⬇ Download PDFFacilitators seem important for the effect of lesson study, yet research on their role is scarce and there is a lack of theoretical approaches to examine this role. In this paper, we adapt a theoretical framework, the knowledge quartet, that focuses on how teachers’ knowledge of mathematics and its teaching and learning play out at the classroom level. We use a lifting strategy to adapt the quartet to the facilitator level and apply it to analyse the facilitators’ role in a Norwegian lesson study that targeted primary teachers’ development of inquiry-based teaching. We conclude that the adapted framework appears as a promising theoretical approach that can provide deep insight into the facilitator role and potentially serve as a means to develop it. However, more research beyond this single case is needed to further develop the framework.
knowledge quartetfacilitatorslesson studyinquiry-based teachingmathematics knowledge-in-action