Contribution of Networking Theories to Advancing Lesson Study
This webinar presents the features and strategies of networking theories to investigate lesson study based on the “Special Issue: Networking theories for understanding and guiding Lesson Study” of International Journal for Lesson and Learning Studies (IJLLS) 2023, Volume 12 Issue 1.
The webinar will focus on the following titles from IJLLS 2023, Volume 12 Issue 1:
From defining as assertion to defining as explaining meaning: teachers’ learning through theory-informed lesson study
Writers: Jill Adler, Lisnet Mwadzaangati, Shikha Takker
The development of teachers’ knowledge in a lesson study
Writers: João Pedro Da Ponte, Marisa Quaresma, Joana Mata-Pereira
Designing lesson study for individual and collective learning: networking theoretical perspectives
Writer: Geoffrey Wake
These three presentations as well as interactions between the authors and practitioners will demonstrate how networking theories could strengthen lesson study both theoretically and empirically. It will provoke participants’ thinking and questioning about the potential application of the innovative theoretical approach.
September 22nd
5 am PDT
7 am CDT
1 pm Europe Lisbon/London
2 pm Europe Switzerland, South Africa /Malawi
8 pm Singapore
9 pm Japan
10 pm Australia, Sydney
Presenters
Dr. Rongjin HUANG is a professor in the Department of Mathematical Sciences at Middle Tennessee State University, USA. His research interests include classroom research, teacher education, and comparative education, and lesson study. He has published scholarly work extensively, including, more than 30 SSCI journal articles, co-editing nine theme books such as Theory and practice of lesson study in mathematics (Springer, 2019) and Teacher professional learning through lesson study in virtual and hybrid environments (Routledge, 2023), and seven special issues for ZDM Mathematics Education and International Journal for Lesson and Learning Studies. Dr. Huang was a member of international program committee for ICMI STUDY 25 and is currently a council member of the World Association of Lesson Study.
Jill Adler and colleagues,
Jill ADLER is Professor of Mathematics Education at the University of the Witwatersrand (Wits). Jill was president of the International Commission on Mathematical Instruction (ICMI) 2017-2020 and held the Wits SARChI Mathematics Education Chair from 2010-2019. Jill’s research focuses on teaching and learning in multilingual classrooms and teacher professional development, including adapted Lesson Study. She is the recipient of numerous awards for her work in mathematics education, including the 2012 Academy of Science of South Africa (ASSAf) Gold Medal for Science in the Service of Society and the 2015 ICMI Hans Freudenthal medal in recognition of a major cumulative program of research.
Lisnet Mwadzaangati is the head for the Department of Science, Mathematics and Technology Education at the University of Malawi. Her research interests are in mathematical knowledge for teaching, teacher professional development and analysis of curriculum resources. She has published in a wide range of international journals such as African Journal of Research in Mathematics, Science and Technology Education, Pythagoras, ZDM–Mathematics Education, and International Journal for Lesson & Learning Studies.
Dr. Shikha Takker is an Assistant Professor at Indira Mahindra School of Education at Mahindra University, Hyderabad, India, and previously was on the faculty of the School of Education of Tata Institute of Social Sciences, India. Her research passion is bridging research and practice with specific interests are teacher knowledge and practice, social learning spaces, theoretical perspectives in mathematics education research, students’ learning, teacher professional development and learning.
Both Dr Mwadzaangate and Takker were postdoctoral fellows in the Wits Maths Connect Secondary Project in the School of Education at Wits University in South Africa, where the research focused on in the paper here was done.
João Pedro da Ponte is Doctor of Education by the University of Georgia (USA) (1984). He is professor of the Instituto de Educação da Universidade de Lisboa and was visiting professor in Universities at Brazil, Spain and e USA. He coordinated research projects in mathematics didactics, teacher education and digital technologies. He has investigated the professional practice, knowledge and professional development of the teacher, with special attention to lesson study, looking closely at its use in preservice and in-service teacher education regarding task design, leading whole-class discussions and at the role of the facilitator.
Geoffrey Wake is Professor of Mathematics Education at the Centre for Research in Mathematics Education, University of Nottingham. He is also Chair of Trustees of the charity Collaborative Lesson Research-UK that supports the implementation of Lesson Study in the UK. He works closely with colleagues from the IMPULS group at Tokyo Gakugei University in Japan and has been researching Lesson Study in England and using it in change interventions in mathematics education since 2012. His most recent large-scale research using a Randomised Controlled Trial found that a Lesson Study approach to teacher professional learning was effective in supporting improved learning of students as evidenced in their results in national examinations.
Stéphane Clivaz is a professor at Lausanne University of Teacher Education (HEP Vaud), Switzerland, where he teaches mathematics education. After obtaining his master’s degree in mathematics, he was a secondary mathematics teacher for more than 10 years. He received his PhD from the University of Geneva in 2011. He co-founded the Lausanne Laboratory Lesson Study (3LS) in 2014. In January-June 2021, he was invited as a visiting professor in Nagoya University, Japan and is currently a Visiting Project Fellow at the International Center for Lesson Studies at this university. He is currently the Honorary General Secretary of WALS. His work has been constantly supporting the effort to bridge teacher training, lesson study action research and mathematics education research.
