"What if we start planning the lesson by planning the blackboard for the whole class discussion?”

Abstract

In this presentation, we explore and demonstrate the process undertaken by a Swiss lesson study group of Grade 3-4 schoolteachers, who embarked upon a lesson study centred around additive word problem solving. The key focus of their investigation lay in planning both the blackboard presentation and the "mise en commun" stage. This deliberate choice prompted the group to employ the utilisation of tape diagrams and initiated a transformative shift from a mere "presentation of individual solutions" to an intricate "dialogue encompassing diverse representations and problem-solving approaches" close to the Japanese “neriage”. Consequently, both educators and students experienced a change in how the teachers and students consider this type of problem and in the way they consider the “mise en commun” moment.