Exploring teachers' investigation of the object of learning: An analysis of A Learning Study about division
2012 (English)Conference paper, Abstract (Refereed)
This paper investigates how teachers explore the object of learning in a learning study in mathematics. The object of learning depicts the capability that is learned by the learner. For each object of learning there are critical aspects that the learner needs to discern. The aim of the paper is to describe the meanings that the critical aspects have for the teachers at different stages in the learning study process. The study is a part of a lager study in Sweden investigating teachers’ learning from learning studies (LGK-project). In this paper we report on the analysis of seven collaborative meetings, with four teachers and a researcher, from the point of view of how the critical aspects and object of learning are discussed using the framework of variation theory. The object of learning was that students in the 7th grade would understand that in a division, with a denominator between 0 and 1, the quotient becomes larger than the numerator. The study shows that the meaning of the critical aspects, identified by the teachers, changes for the teachers due to the discussion and analysis of the lessons. From at first being defined, they later become refined and more explicit as the teachers get deeper understanding of the object of learning. Furthermore, student learning is enhanced, most likely, by the changes made in the teaching due to the teachers’ deeper understanding of the object of learning.
Place, publisher, year, edition, pages
science education; concept of density; teacher development; learning study; variation theory
IdentifiersURN: urn:nbn:se:hj:diva-35173OAI: oai:DiVA.org:hj-35173DiVA: diva2:1079626
The World Association of Lesson Studies International Conference 2012; Singapore, 28-30 November