Developing mathematics teachers' pedagogical content knowledge through iterative cycles of lesson study

Aoibhinn Ni Shuilleabhain (1)

1 UCD - University College Dublin [Dublin]

This research presents features of knowledge of content and students (KCS) and knowledge of content and teaching (KCT) as empirical evidence of mathematics teach-ers' pedagogical content knowledge (PCK) utilised and enhanced through their participation in iterative cycles of lesson study. Over the course of one academic year, twelve teachers in two secondary schools engaged in this research as a double case study of teacher learning within a lesson study community. Qualitative data was generated through audio recordings of teacher meetings and through multiple teacher interviews. Dialogue within the lesson study communities was mapped to a framework of PCK as proposed by Ball, Thames and Phelps (2008). Results of this study find empirical evidence of the features of KCS and KCT in teachers' planning and reflection conversations and demonstrate teacher learning over iterative cycles of lesson study.

Mots clés: Pedagogical content knowledge; lesson study; reflection; teacher knowledge

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

Aoibhinn Ni Shuilleabhain. Developing mathematics teachers' pedagogical content knowledge through iterative cycles of lesson study. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.2734-2740. ⟨hal-01289593⟩