Type of talk during a lesson study: How do they contribute to the construction of mathematical knowledge for teaching problem-solving?

Abstract

This research aims to analyse the type of mathematics problem-solving knowledge for teaching used when primary school teachers work collaboratively in a lesson study process and examine how dialogic interactions contribute to knowledge construction. Eight meetings during one LS cycle of a group of eight Swiss primary teachers were video recorded, transcribed and coded with the help of qualitative data analysis software. This analysis is conducted by crossing theoretical frameworks from two fields in education: mathematics education and dialogic analysis. The mixed-method uses quantitative analysis with Markov chains and cross-tables, as well as qualitative analysis at micro-, meso- and macro-levels. The WALS2023 presentation will briefly present the types of knowledge, the types of dialogic interactions and the types of talk that were considered. The presented result will include the succession of interactions, the succession of knowledge appearing in the dialogue and the particularity of the facilitators and of the teachers. It will mainly focus on the type of talk, particularly the exploratory talk, and its evolution along the meetings, contributing to the development of mathematics problem-solving knowledge for teaching.