Professional learning through the collaborative design of problem-solving lessons

This article analyses lesson study as a mode of professional learning, focused on the development of mathematical problem solving processes, using the lens of cultural-historical activity theory. In particular, we draw attention to two activity systems, the classroom system and the lesson-study syst...

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Main Authors: Geoff Wake, Malcolm Swan, Colin Foster
Format: Default Article
Published: 2015
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Online Access:https://hdl.handle.net/2134/36826
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id rr-article-9370439
record_format Figshare
spelling rr-article-93704392015-01-01T00:00:00Z Professional learning through the collaborative design of problem-solving lessons Geoff Wake (7157858) Malcolm Swan (7158101) Colin Foster (6064118) Cultural-historical activity theory Lesson study Problem solving Task design This article analyses lesson study as a mode of professional learning, focused on the development of mathematical problem solving processes, using the lens of cultural-historical activity theory. In particular, we draw attention to two activity systems, the classroom system and the lesson-study system, and the importance of making artefacts instrumental in both. We conceptualise the lesson plan as a boundary object and use this to illustrate how professional learning takes place through the introduction of carefully designed artefacts that draw on teachers’ professional knowledge of potential student approaches, and to the nature of progression in problem-solving processes. We identify the roles of instrumentalisation and instrumentation in supporting professional learning as these artefacts are prepared for use before a lesson and as they are again used as catalysts for reflection in post-lesson discussions. These artefacts are seen to effectively facilitate the socially situated learning of all participants. We conclude that the design of artefacts as boundary objects that support teaching and professional learning in their respective activity systems may be fundamental to the success of lesson study as a collaborative venture. 2015-01-01T00:00:00Z Text Journal contribution 2134/36826 https://figshare.com/articles/journal_contribution/Professional_learning_through_the_collaborative_design_of_problem-solving_lessons/9370439 CC BY 4.0
institution Loughborough University
collection Figshare
topic Cultural-historical activity theory
Lesson study
Problem solving
Task design
spellingShingle Cultural-historical activity theory
Lesson study
Problem solving
Task design
Geoff Wake
Malcolm Swan
Colin Foster
Professional learning through the collaborative design of problem-solving lessons
description This article analyses lesson study as a mode of professional learning, focused on the development of mathematical problem solving processes, using the lens of cultural-historical activity theory. In particular, we draw attention to two activity systems, the classroom system and the lesson-study system, and the importance of making artefacts instrumental in both. We conceptualise the lesson plan as a boundary object and use this to illustrate how professional learning takes place through the introduction of carefully designed artefacts that draw on teachers’ professional knowledge of potential student approaches, and to the nature of progression in problem-solving processes. We identify the roles of instrumentalisation and instrumentation in supporting professional learning as these artefacts are prepared for use before a lesson and as they are again used as catalysts for reflection in post-lesson discussions. These artefacts are seen to effectively facilitate the socially situated learning of all participants. We conclude that the design of artefacts as boundary objects that support teaching and professional learning in their respective activity systems may be fundamental to the success of lesson study as a collaborative venture.
format Default
Article
author Geoff Wake
Malcolm Swan
Colin Foster
author_facet Geoff Wake
Malcolm Swan
Colin Foster
author_sort Geoff Wake (7157858)
title Professional learning through the collaborative design of problem-solving lessons
title_short Professional learning through the collaborative design of problem-solving lessons
title_full Professional learning through the collaborative design of problem-solving lessons
title_fullStr Professional learning through the collaborative design of problem-solving lessons
title_full_unstemmed Professional learning through the collaborative design of problem-solving lessons
title_sort professional learning through the collaborative design of problem-solving lessons
publishDate 2015
url https://hdl.handle.net/2134/36826
_version_ 1800451351431348224