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– The purpose of this paper is to present French Didactique des Mathématiques (DM) to the Lesson Study (LS) community.
Abstract
Purpose
The purpose of this paper is to present French Didactique des Mathématiques (DM) to the Lesson Study (LS) community.
Design/methodology/approach
This theoretical paper presents the origins of DM in the Theory of Didactical Situations (TDS) by Brousseau. It elaborates about didactical engineering, fundamental situation and other fundamental concepts. It briefly presents other Didactique theories: the theory of conceptual fields, the anthropological theory of the didactic, the joint action theory in didactics and the double approach. It considers importance of the (TDS) and influences over teaching of mathematics. This paper finishes by highlighting the ways Didactique and LS could contribute to each other in a profitable dialogue.
Findings
The paper contrasts DM with some LS main features. It highlights the parallels despite fundamental differences in the initial goals of the perspectives. It shows that these differences could lead to productive dialogue by producing more practice-oriented forms of didactical engineering for the first and making teachers’ principles for lessons more explicit for the latter.
Originality/value
The paper presents a very quick overview of the parallels between DM and LS. Additionally, this paper gives many accessible references in English for the reader to explore Didactique further.
Details
Keywords
The purpose of this paper is to elaborate on the commonality between the Theory of Didactical Situations (TDS) and lesson study to propose a model of lesson study using both the…
Abstract
Purpose
The purpose of this paper is to elaborate on the commonality between the Theory of Didactical Situations (TDS) and lesson study to propose a model of lesson study using both the predominant graphical representation of lesson study by Lewis and the model of the didactical situation at the heart of TDS by Brousseau.
Design/methodology/approach
Starting by describing and adapting the predominant graphical representation of lesson study by Lewis and the model of the didactical situation at the heart of TDS by Brousseau, the paper integrates the two representations to highlight the commonalities between the students’ learning situation and the teachers’. Based on this integrated graphical representation, the key phases of lesson study are then conceptualised by the mean of the dialectic between didactical and adidactical situation.
Findings
The reflection about the use of the TDS graphical representation embedded in the lesson study diagram helps the reflection on the use of TDS itself to analyse lesson study. This theoretical analysis describes the process of teacher learning in lesson study and the link between their learning and the student’s. It also shows that lesson study is a good candidate for the fundamental situation of the knowledge for teaching.
Originality/value
The graphical conceptualisation of lesson study as a learning situation for teachers offers new insight about how teachers learn in lesson study.
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Aluska Dias Ramos de Macedo, Paula Moreira Baltar Bellemain and Carl Winsløw
The purpose of this paper is to experiment with ideas from didactical engineering (DE) in student teachers’ first experience with lesson study (LS).
Abstract
Purpose
The purpose of this paper is to experiment with ideas from didactical engineering (DE) in student teachers’ first experience with lesson study (LS).
Design/methodology/approach
This is a case study.
Findings
LS in pre-service education can be enhanced by elements from DE.
Originality/value
The idea indicated in the purpose is new and holds strong potential for the use of LS in teacher education.
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Keywords
Britta Jessen, Rogier Bos, Michiel Doorman and Carl Winsløw
The authors investigate the use and potential of a theoretical combination of Realistic Mathematics Education (RME) and the Theory of Didactic Situation (TDS) to support Lesson…
Abstract
Purpose
The authors investigate the use and potential of a theoretical combination of Realistic Mathematics Education (RME) and the Theory of Didactic Situation (TDS) to support Lesson Study (LS) in upper secondary mathematics.
Design/methodology/approach
Case study performed by university researchers, based on theoretical analysis and case studies based on documents and observation from lesson studies.
Findings
Even within a project lasting just about three years, teachers (with no preliminary experience of lesson study) engaged in lesson design based on the combination of theoretical perspectives from TDS and RME in ways that confirm the potential of that combination to enrich and focus teachers' professional development within the framework of LS . It is not clear to what extent the intensive and continued engagement of university researchers has been or would be essential for similar and longitudinal realizations of these potentials.
Practical implications
As current European frameworks seek to engage researchers and teachers in collaboration and exchange across countries, networking of major paradigms of research (like TDS and RME) and uses of them as supports for teachers' inquiry (like demonstrated in this paper) is of considerable institutional interest and potential impact on schools.
Social implications
Teachers' Inquiry in Mathematics Education (TIME) is a prerequisite for the development of Inquiry Based Mathematics Education, which in turn is required in many countries across the world, with the aim of fostering critical and competent citizens.
Originality/value
This combination of (major) mathematics education theories to support and enrich LS has not previously been investigated. While several aspects of adapting to LS Western contexts have been investigated in the past, including the inclusion of perspectives and tools from academic research, the role of university researchers is also quite open. While authors do not offer a systematic study of this role, authors examine how this role may involve development of new practical combinations of different, complementary theoretical tools, which indeed hold potential to support lesson study in a European context.
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It has been suggested that, if pedagogical and learning theories are integrated into lesson and learning study, a systematic construction of pedagogical knowledge is possible…
Abstract
Purpose
It has been suggested that, if pedagogical and learning theories are integrated into lesson and learning study, a systematic construction of pedagogical knowledge is possible (Elliott, 2012). In this Special Issue, it is reported how theory and theoretical concepts can add value to lesson and learning study. The purpose of this paper is to introduce the Special Issue and explore the above concepts.
Design/methodology/approach
This paper presents the Special Issue papers thematically and the main issues are discussed.
Findings
Together the papers suggest that pedagogical theories and theorizing practice may contribute to the improvement of teachers’ practical knowledge and knowledge about teachers’ professional tasks and objects. Furthermore, some theories and theoretical concepts hitherto under-exploited in lesson and learning study are presented and discussed from the point of view how these might improve the quality of the studies.
Originality/value
As a total, this collection of papers bring out issues about the role of pedagogical and learning theories and how these could inform lesson and learning study.
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The purpose of this article is to discern and discuss dimensions of variation opened by the articles in the issue 9(2) of the International Journal of Lesson and Learning Studies…
Abstract
Purpose
The purpose of this article is to discern and discuss dimensions of variation opened by the articles in the issue 9(2) of the International Journal of Lesson and Learning Studies (IJLLS).
Design/methodology/approach
The approach draws on the path of teachers learning through lesson and learning studies presented as a pattern of variation forming a temporal sequence.
Findings
Attention is drawn to the importance of being explicit about the theory of learning informing lesson and learning studies and how its implementation leads to teacher learning.
Originality/value
The depiction of the path of learning through lesson and learning studies is original.
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Keywords
Arthur M. Harkins and John W. Moravec
This essay aims to focus on the development and application of knowledge within competitive national and global contexts. Systems thinking concepts are used to define and further…
Abstract
Purpose
This essay aims to focus on the development and application of knowledge within competitive national and global contexts. Systems thinking concepts are used to define and further explore three plausible pathways for future knowledge development and application.
Design/methodology/approach
The approach is anticipatory, utilizing a dynamic knowledge development and application framework based on three futures‐relevant systems paradigms: mechanical (conservatively repetitive), evolutionary (self‐organizing), and teleogenic (purposively creative).
Findings
The article projects three heuristic MET archetypes depicting logical paths of knowledge development and application from now to 2025.
Originality/value
The MET framework provides a systems‐language descriptive means for understanding and engaging in an expanding ecology of educational and new knowledge development options.
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Keywords
Karine Bauer and Luciano Mendes
Weblabs are an additional resource in the execution of experiments in control engineering education, making learning process more flexible both in time, by allowing extra class…
Abstract
Purpose
Weblabs are an additional resource in the execution of experiments in control engineering education, making learning process more flexible both in time, by allowing extra class laboratory activities, and space, bringing the learning experience to remote locations where experimentation facilities would not be available. The purpose of this paper is to investigate and report on a weblab project where the speed of a DC motor is controlled in closed loop, being the control system parameters set by the remote user (student).
Design/methodology/approach
The engine control experiments are run and on‐line transmitted by videoconference over the internet, from a didactical plant physically located at the Systems and Automation Laboratory of the Control and Automation Engineering department of the Pontifical Catholic University of Parana. The system response (transient motor speed) to the user's choice of parameters is evaluated through performance indices (IAE, ITAE), which are used to qualify the ability of the student to tune PID and RTS control algorithms. There is an option to run experiments in open loop, so the student can perform preliminary analysis to identify the system dynamic model and then apply mathematical models and computational methods, learned in theoretical classes, to define best performance control parameters. A simulation function was implemented, to further help the student in the problem solution. Virtual instrumentation resources were used to implement the Weblab, using the DC motor of a laboratory didactical plant. A local server runs a LabVIEWTM application, which can be remotely accessed in the client side through a web browser, where the system front panel is reproduced. This remote interface is directly originated at the LabVIEWTM application, through an embedded web server. At the user request, the control of the remote system is granted. The user interface is cognitive, with motor speed, control signal, set point and all the pertinent information displayed in evolving charts and indicators. Microsoft™ Skype is used to establish a videoconference with the laboratory where the plant is located. Results of the user experiments are stored in local files, which can be e‐mailed to the user at his command by the end of the session.
Findings
Used as a platform in weblab projects, LabVIEW combined with Skype provides a suitable solution for the necessary software/hardware integration for communications with data acquisition systems and advanced connectivity resources. In virtual instrumentation Skype has proved to be efficient in establishing the right environment without the need for developing complex software for teaching practical control engineering concepts.
Research limitations/implications
The level of performance (speed of acquisition, accuracy and number of parameters that could be evaluated) of the current system would need to be evaluated compared to some existing systems. The implication is the changes brought to the adopted approach to the development of, access to and the overall cost of producing virtual laboratory systems used for science, engineering and technology education.
Practical implications
With further effort, the current and similar systems could be further upgraded with user login control and server, so that results can be submitted to the tutor, thus acting as a learning evaluation instrument.
Originality/value
The originality of this research lies in the innovative integration of technology in education, which involves the implementation of a carefully designed, cost‐effective virtual laboratory for teaching and learning of concepts in control engineering.
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Learning systematic conceptual design approaches could be difficult for students who are asked to adapt their intuitive design rationale to more abstract and divergent thinking…
Abstract
Purpose
Learning systematic conceptual design approaches could be difficult for students who are asked to adapt their intuitive design rationale to more abstract and divergent thinking styles. The purpose of this study is to propose a conceptual design approach with a well-defined reference framework and procedure to help students to gradually move toward concreteness and to explore the design space.
Design/methodology/approach
The so-called problem–solution network approach has been taken as a reference and upgraded with a specific framework to manage abstraction levels. A first didactical application of the proposal is described, and specific feedbacks from students have been collected by means of an anonymous survey.
Findings
Despite the limited course time allotted for the argument, students’ feedbacks revealed that the proposed abstraction framework is useful to learn systematic conceptual design and to support the understanding of creative design thinking.
Research limitations/implications
The proposal has been applied on a single class of MS engineering students in a course where only a part of the available time was allotted to conceptual design activities. However, the received positive feedbacks are encouraging and allow pushing toward more comprehensive applications and investigations.
Originality/value
The proposal shown in this paper uses acknowledged concepts of abstraction and function to propose a new integrated framework to manage abstraction levels in problem solving activities. The framework has been implemented in a very recent conceptual design approach based on problem–solution co-evolution, which has been proposed to overcome the flaws ascribed to classical function-based methods.
Details
Keywords
María José Mayorga Fernández, Noemí Peña Trapero and Lourdes De La Rosa Moreno
This paper focuses on analysis of the incorporation of a Lesson Study cycle within the university training proposal, as a teaching strategy in initial training in the Infant…
Abstract
Purpose
This paper focuses on analysis of the incorporation of a Lesson Study cycle within the university training proposal, as a teaching strategy in initial training in the Infant Education Degree.
Design/methodology/approach
Qualitative research was conducted through a case study methodology.
Findings
Proposing training strategies based on this methodology encourages both the reconstruction of future teachers' practical knowledge and also adequate professional development from initial training.
Research limitations/implications
The main constraint in the study was the cost-benefit ratio, since this experience has required significant practical and emotional dedication by the people involved, while the expected results have only been partially evident in the students. This would seem to imply that the strategy requires continuity over time in order for future education professionals to take it fully on board.
Practical implications
More continuity in such experiences would be required in order to fully analyse their actual value. To this end, the experiences need to be more closely related to the university curriculum, and there must be greater coordination between the subjects in order to ensure a holistic approach to LS.
Originality/value
This article sets out an LS experience as a collaborative action-research strategy that promotes the reconstruction of students' practical knowledge and their professional development in initial training.
Details