Teacher Dialogue About Mathematical Practices Occurring in the Debriefing Phase of Lesson Study

• In Event: AERA Poster Session 13
  In Poster Session: Lesson Study SIG: Classroom Insights Poster Session

Abstract

The purpose of this paper is to share research on the dialogue of teachers related to the Standards for Mathematical Practice during the post-lesson debrief of an Open-Approach Lesson Study. Lesson Study debriefs were recorded and transcribed for teacher teams conducting Lesson Study to improve students’ mathematics proficiency. Inductive analysis was used to find similarities and differences between teacher dialogues about the SMPs. Conclusions and implications about teacher’s dialogue are shared.

Author

• Gabriel Matney, Bowling Green State University