Professional learning through the collaborative design of problem-solving lessons
This paper 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,...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Springer
2015
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| Online Access: | https://eprints.nottingham.ac.uk/29233/ |
| _version_ | 1848793743473246208 |
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| author | Wake, Geoffrey Swan, Malcolm Foster, Colin |
| author_facet | Wake, Geoffrey Swan, Malcolm Foster, Colin |
| author_sort | Wake, Geoffrey |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | This paper 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. |
| first_indexed | 2025-11-14T19:05:09Z |
| format | Article |
| id | nottingham-29233 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T19:05:09Z |
| publishDate | 2015 |
| publisher | Springer |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-292332020-05-08T11:46:00Z https://eprints.nottingham.ac.uk/29233/ Professional learning through the collaborative design of problem-solving lessons Wake, Geoffrey Swan, Malcolm Foster, Colin This paper 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. Springer 2015 Article PeerReviewed application/pdf en https://eprints.nottingham.ac.uk/29233/1/JMTE%20SI%20Wake%20Swan%20Foster%20Revised%20June%202015%20postprint.pdf Wake, Geoffrey, Swan, Malcolm and Foster, Colin (2015) Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education . ISSN 1386-4416 (In Press) Cultural-Historical Activity Theory Lesson Study Problem Solving Task Design |
| spellingShingle | Cultural-Historical Activity Theory Lesson Study Problem Solving Task Design Wake, Geoffrey Swan, Malcolm Foster, Colin Professional learning through the collaborative design of problem-solving lessons |
| title | 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_short | Professional learning through the collaborative design of problem-solving lessons |
| title_sort | professional learning through the collaborative design of problem-solving lessons |
| topic | Cultural-Historical Activity Theory Lesson Study Problem Solving Task Design |
| url | https://eprints.nottingham.ac.uk/29233/ |