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ERIC Number: EJ1015561
Record Type: Journal
Publication Date: 2013-Sep
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0258-2236
Focusing on the Object of Learning and What is Critical for Learning: A Case Study of Teachers' Inquiry into Teaching and Learning Mathematics
Runesson, Ulla
Perspectives in Education, v31 n3 p170-183 Sep 2013
During the last decade, "Lesson Study", a Japanese professional development model involving a community of learners, has been spreading to countries around the world. "Lesson Study" is a systematic process of inquiry into classroom practices where teachers collaborate in planning, implementing, observing and revising lessons. The approach used in the study reported in this paper involves a version of "Lesson Study," namely "Learning Study." Whereas the underpinning theory in "Lesson Study" is often implicit, "Learning Study" has an explicit theory that can help teachers to pedagogically theorise about their practice, students' learning and the object of learning. Through one "Swedish Learning Study in Mathematics," I demonstrate what teachers can learn by exploring what is critical for their students' learning and how teaching can be improved to enhance learning. (Contains 1 figure.)
Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A