Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Pedagogical and learning theories in lesson and learning studies – revisited
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.ORCID iD: 0000-0001-7556-7974
2016 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 5, no 4, p. 295-299Article in journal (Refereed) Published
Abstract [en]

Purpose: The purpose of this paper is to discuss two theoretical frameworks, Pirie and Kieren’s work (Pirie and Kieren, 1994) and variation theory of learning (Marton, 2015) in relation to lesson/learning study and mathematics teaching and learning.

Design/methodology/approach: The point of departure is the article: “Folding back and growing mathematical understanding: a longitudinal study of learning” (Martin and Towers, 2016) where it is demonstrated how Pirie and Kieren’s work (1994) and particularly the notion “folding-back” can be used as the theoretical framework in lesson/learning study. By dealing with similar arrangements and different theories, the two frameworks are contrasted.

Findings: It is suggested that the theory appropriated must be in resonance with the aim and focus of the study the theoretical perspective taken since it has implications for what becomes the focus of the process and subsequently the results of lesson/learning study.

Originality/value: This paper contributes to the discussion about how a more theory-informed lesson study and a broader theoretically framed learning study would improve and change the scope and progress of the two.

Place, publisher, year, edition, pages
2016. Vol. 5, no 4, p. 295-299
Keywords [en]
Folding back, Improvement of lesson study, Learning study, Lesson study, Mathematics teaching and learning, Pedagogical and learning theories, Variation theory
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-32131DOI: 10.1108/IJLLS-07-2016-0017ISI: 000388986100003Scopus ID: 2-s2.0-84988874561OAI: oai:DiVA.org:hj-32131DiVA, id: diva2:1040680
Available from: 2016-10-28 Created: 2016-10-28 Last updated: 2017-11-29Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records BETA

Runesson, Ulla

Search in DiVA

By author/editor
Runesson, Ulla
By organisation
Mathematics Education Research
In the same journal
International Journal for Lesson and Learning Studies
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 87 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf