Mathematics Lesson Study Around the World : Theoretical and Methodological Issues

Marisa Quaresma

ISBN 10: 3030093018 / ISBN 13: 9783030093013

Published by Springer International Publishing, Springer International Publishing, 2019

About this Item

Druck auf Anfrage Neuware - Printed after ordering - This book introduces the specifics of mathematics lesson study with regard to regional/national particularities, discussing the methodological and theoretical tools that can be used to pursue research on lesson study (its forms, contents, effects etc.) from an international perspective. Lesson study and learning study (LS) are becoming increasingly important in teacher education, mostly in continuous professional development, but also in prospective teachers' education, and this interest is accompanied by a demand for more solid theorization of the lesson study process. A number of social, cultural, cognitive and affective issues are reflected in the way LS develops, and the book examines the latest results of these developments.

Seller Inventory # 9783030093013

Bibliographic Details

• Title: Mathematics Lesson Study Around the World : Theoretical and Methodological Issues
• Publisher: Springer International Publishing, Springer International Publishing
• Publication Date: 2019
• Language: English
• ISBN 10: 3030093018
• ISBN 13: 9783030093013
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 235W x 155H x 11D millimeters 235 millimeters width by 155 millimeters height by 11 millimeters depth
• Weight: 289 grams

About this title

Synopsis

Provides an overview of the current state of research on mathematics lesson study

Discusses the implications of regional and national differences

Gives suggestions for future research

From the Back Cover

This book introduces the specifics of mathematics lesson study with regard to regional/national particularities, discussing the methodological and theoretical tools that can be used to pursue research on lesson study (its forms, contents, effects etc.) from an international perspective. Lesson study and learning study (LS) are becoming increasingly important in teacher education, mostly in continuous professional development, but also in prospective teachers’ education, and this interest is accompanied by a demand for more solid theorization of the lesson study process. A number of social, cultural, cognitive and affective issues are reflected in the way LS develops, and the book examines the latest results of these developments.