Issues

Special Issue: Networking theories for understanding and guiding Lesson Study. Guest Editors: Rongjin Huang, João Pedro da Ponte, Stéphane Clivaz

Guest editorial: Networking theories for understanding and guiding lesson study

Rongjin Huang; João Pedro da Ponte; Stéphane Clivaz
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Designing lesson study for individual and collective learning: networking theoretical perspectives

Geoffrey Wake
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How do dialogic interactions contribute to the construction of teachers' mathematical problem-solving knowledge? Construction of a conceptual framework

Stéphane Clivaz; Audrey Daina; Valérie Batteau; Sara Presutti; Luc-Olivier Bünzli
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From defining as assertion to defining as explaining meaning: teachers' learning through theory-informed lesson study

Jill Adler; Lisnet Mwadzaangati; Shikha Takker
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Lesson study in mathematics with TDS and RME as theoretical support: two cases from the European TIME project

Britta Jessen; Rogier Bos; Michiel Doorman; Carl Winsløw
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A networked understanding of new mathematics teachers' learning, when participating in a lesson-study induction programme

Charlotte Krog Skott
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The development of teachers' knowledge in a lesson study

João Pedro Da Ponte; Marisa Quaresma; Joana Mata-Pereira
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Characterizing teachers' collective learning through lesson study as document development: a case study in China

Xingfeng Huang; Rongjin Huang
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Examining teachers' learning through a project-based learning lesson study: a case study in China

Chunxia Qi; Mun Yee Lai; Lizhe Liu; Siyu Zuo; Haili Liang; Ruisi Li
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