Search results

This study aims to describe the pedagogical content knowledge (PCK) of a kindergarten educator who implements a lesson plan about informal inferential reasoning designed in a lesson study group.

To this end, we analyzed teaching interventions in two kindergarten lessons focused on the playful task of tossing two coins, associated with inferential statistical reasoning. The study highlights the importance of arguing and promoting this reasoning to develop statistical thinking. It is crucial to recognize how early students can be subject to learning experiences that promote a language of uncertainty, assess the evidence provided by the data, and make generalizations.

The results reveal that while the educator demonstrated knowledge and skills relevant to the curriculum and conceptual teaching strategies, the understanding of the content by the students and the integration of the PCK components still present a challenge.

The lesson study collaborative teaching practices that promote PCK have proven effective for informing the design and implementation of instructional practices supporting the development of early statistical thinking in young children.

The study enriches the knowledge regarding the potential of the lesson study (LS) in the professional learning of kindergarten educators. It also contributes to a comprehensive approach based on authentic playful experiences in grade K that supports the development of early statistical thinking in young children.

Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as school organization and culture, can pose barriers to subject integration. The purpose of this study is to describe synergies and tensions between data science and the arts, and how these can create or constrain opportunities for learners to engage in IIR.

The authors co-designed and implemented four arts-integrated data literacy units with 10 teachers of arts and mathematics in middle school classrooms from four different schools in the USA. The data include student-generated artwork and their written rationales, and interviews with teachers and students. Through maximum variation sampling, the authors identified examples from the data to illustrate disciplinary synergies and tensions that appeared to support different IIR processes among students.

Aspects of artistic representation, including embodiment, narrative and visual image; and aspects of the culture of arts, including an emphasis on personal experience, the acknowledgement of subjectivity and considerations for the audience’s perspective, created synergies and tensions that both offered and hindered opportunities for IIR (i.e. going beyond data, using data as evidence and expressing uncertainty).

This study answers calls for humanistic approaches to data literacy education. It contributes an interdisciplinary perspective on data literacy that complements other context-oriented perspectives on data science. This study also offers recommendations for how designers and educators can capitalize on synergies and mitigate tensions between domains to promote successful IIR in arts-integrated data literacy education.

This paper aims to describe the statistical arguments produced by third-grade students (8–9 years old) and to identify the teaching support for collective argumentation in a lesson based on data comparison. A Lesson Study Group researched and planned the lesson around a problem from the official mathematics textbook.

From an interpretative perspective, we have analysed the arguments produced by students in a situation where they should give reasons to support or refute some claims based on data analysis. We looked at how some teaching support strategies promoted collective argumentation.

The strategies outlined in the lesson plan enabled the teacher to foster collective argumentation, encouraging students to provide reasoning based on data analysis. The lesson plan served as a means of improving the context presented in the textbook, guiding the development of well-structured teaching, and promoting high-quality teaching practices.

One of the limitations, and future lines of research by the LSG is the deepening of teachers' understanding of the support required for CA in their classrooms so that they can distinguish the components of an argument and their role in and interpretation of the effectiveness of the arguments. In addition, the lesson plan did not consider in depth aspects such as the argumentative processes of the students, nor did it implement specific actions to promote argumentation. Addressing these limitations would be interesting and is necessary, considering that teachers still do not understand the key role of argumentation in learning and that the mastery of CA strategies is still a challenge for initial teacher training and for professional development programs for teachers.

For research purposes, evidence is presented of the types of teacher support in collective argumentation in a comparative task of two dot plots. For teaching purposes, these types of support can be pointed out within Lesson Study Groups and included in lesson plans, allowing discussions and base-data argumentation.

The research has social implications in civic development, educational inclusion, and adaptation to technological and pandemic changes, with a focus on inferential statistical reasoning and the crucial role of the teacher in facilitating collective argumentation in the online school classroom.

The study enriches knowledge about the potential of Lesson Study and the possibilities of planned online lessons to develop professional learning on collective argumentation with data, as exemplary teaching practices that should be widely shared.

This chapter examines how lesson study is reported with pre-service teachers in initial teacher education programmes. Different voices are included talking about the ways in which lesson study has been reported in various settings so far. The chapter concludes with a qualitative study of student-teachers’ reflections drawn from their reports, written after finalising the lesson study cycle at the Universidad Católica de Valencia. The analysis provides support for the premise that lesson study significantly promotes research in ITE and develops a more critical approach to literature about pedagogy and good practice in teaching.

Lesson study has become a popular approach for supporting the development of student-teachers within initial teacher education (ITE) programmes. In a short space of time, the original model of lesson study, originating in Japan, has been adapted to fit into the work contexts of different national systems and ITE provider structures. This chapter classifies the different emerging models of lesson study into three main groups, university and hybrid approaches, practicum approaches and heterodox approaches. Learning study is also considered, due to its developing popularity, as a practice development approach. Having outlined the different models of lesson study used in ITE, the authors go on to outline some of the main challenges and advantages of participating in lesson study which have been identified in the literature.

This research aims to understand the learning with regard to didactic knowledge of an early childhood teacher who participated in a Lesson Study (LS) on the topic of patterns, as well as her perspective about LS as a teacher education process.

This is a qualitative case study of an early childhood teacher who participated in a LS alongside three other colleagues and a facilitator. Data collection was made by participant observation with elaboration of a research journal, audio recording of sessions and a collective interview. Data analysis was made by content analysis based on the conceptual framework.

This case study shows that early childhood teachers may become aware of the importance of working with their children mathematical ideas. It also shows that they may develop their didactic knowledge in several dimensions such as school mathematics, curriculum, children and their learning, and teaching practice and that they may appreciate LS as a means of professional development.

This study shows the potential of LS for the professional development of early childhood teachers, a scarcely researched area. It also shows that their learning may include dimensions related to specific curricular areas such as mathematics.

Pew and Mavor (1998) called for an integrative representation of human behavior for use in models of individual combatants and organizations. Models with integrated representation of behavior have only been achieved at rudimentary levels according to those performing the studies (e.g. Pew & Mavor, 1998; Tulving, 2002) and those building the models (e.g. Warwick et al., 2002). This chapter will address aspects of cognitive performance that are important to incorporate into models of combat based on acceptance of theory, strength of empirical data, or for other reasons such as to bridge gaps where incomplete knowledge exists about cognitive behavior and performance. As a starting point, this chapter will assess which of Pew and Mavor’s recommendations are still appropriate as determined by a review of selected literature on cognition and its representation. We will also provide some review and extensions of key literature on cognition and modeling and suggest a way ahead to close the remaining gaps. Different aspects of cognition are described with recent findings, and most are followed by an example of how they have been represented in computer models or a discussion of challenges to their representation in modeling.

The purpose of this paper is to explore a model of Lesson Study owned entirely by pre-service teachers (PSTs), conveying its potential to facilitate mutual spaces of learning between peers beyond formal hierarchical relationships with expert teachers. Fuller’s (1969) conceptual framework of teacher development informed the study, consisting of self, task and impact “phases of concern”.

Participants were secondary physical education PSTs (n=17), completing a university-led postgraduate certificate in education course. Action research methodology was adopted during school placements, when PSTs engaged in Lesson Study with peers. Data obtained through a group discussion board, individual questionnaires and interviews, were subjected to inductive analysis, with key patterns compared to locate themes.

All PSTs felt Lesson Study contributed positively to their training, reinforcing perceived benefits of cycles of action for planning, observing a lesson, reviewing and adapting the plan before re-teaching the revised plan. Findings reveal increased confidence in reducing self and task concerns through four emergent themes: acquiring content and pedagogical knowledge; developing the planning process; understanding individual learners’ needs; and embedding reflective practice. Mutually supportive peer-learning environments created pedagogic space beyond formal mentoring processes, augmenting learning to teach and the understanding of learners’ needs.

Endorsement of Lesson Study by PSTs as a method of engaging in a positive peer-learning climate suggests the workability of this model.

Findings contribute to existing literature exploring the effectiveness and impact of Lesson Study within initial teacher education.

This paper examines why some sets of people choose an informal way to acquire land. It also examines challenges and drivers within indigenous communities in South-western Nigeria. Policy recommendations were proposed for formalization. What precisely are the contextual reasons that can be established empirically for the prevailing extra-legal practices in the developing land market? What are the challenges, and how can the informal land market be graduated into the formal system?

It begins with identifying the contextual features, drivers and challenges of the informal land market through a combination of literature synthesis and a pilot survey. Subsequently, copies of questionnaires were developed, tested and distributed to the critical actors in the informal land market. Lastly, a structured interview was conducted to elicit possible solutions from key actors (both formal and informal stakeholders). Data were analyzed using descriptive, inferential statistics and computer-aided qualitative data analysis software (CAQDAS, Atlas. ti).

The absence of administrative bureaucracy was the predominant characteristic of the informal urban land market, while household income is the strongest predictor of the informal land market drivers. Informal documentation of transactions is also one of the most severe challenges in the informal urban land market. Consensus between statutory and customary institutions and other 15 governance-related recommendations is proposed to confirm informality to formality.

The paper's outcome will provide a rational guide to landowners, land administrators and other stakeholders on relevant information needed to develop a viable and healthy urban and rural land market.