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Article
Publication date: 17 January 2022

Soledad Estrella, Maritza Mendez-Reina, Raimundo Olfos and Jocelyn Aguilera

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…

388

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Practical implications

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.

Originality/value

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.

Details

International Journal for Lesson & Learning Studies, vol. 11 no. 1
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 3 July 2024

Soledad Estrella, Sergio Morales, Maritza Méndez-Reina, Pedro Vidal-Szabó and Alejandra Mondaca-Saavedra

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…

115

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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.

Practical implications

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.

Social implications

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.

Originality/value

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.

Details

International Journal for Lesson & Learning Studies, vol. 13 no. 3
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 2 September 2021

Masami Isoda, Soledad Estrella, Diana Zakaryan, Yuriko Baldin, Raimundo Olfos and Roberto Araya

The purpose of this study was to examine the digital competence displayed by a primary school teacher who implemented an interdisciplinary cross-border lesson that was designed…

329

Abstract

Purpose

The purpose of this study was to examine the digital competence displayed by a primary school teacher who implemented an interdisciplinary cross-border lesson that was designed with the lesson study methodology and involved two countries: Brazil and Chile.

Design/methodology/approach

A qualitative methodology was adopted via the case study method through which the case of a sixth-grade Chilean teacher participating in the study was documented. The data were collected through a lesson plan, a videotape of the implemented lesson and a questionnaire. A professional digital competence framework for teachers provided an analytical perspective via data analysis.

Findings

The results show that the teacher displayed digital competence in a synchronous collaborative learning environment in which she had time to reflect on the educational value of technology and appropriate teaching methods involving information and communication technologies. Certain elements of the studied case contributed to this performance, namely the cross-border context, the classroom setting and the collaborative Lesson Study methodology.

Practical implications

The lesson study methodology facilitated the teacher's performance in the “Pedagogy and didactics” digital competence by enabling her to participate in planning and implementing a lesson that allowed all those who collaborated, including teachers and researchers, to reflect on teaching in a digital learning environment.

Social implications

The cross-border context, which involved co-designing and implementing a lesson in two countries, allowed the teacher to display her “School in society” and “Ethics” competencies. This was achieved through connecting two classrooms with different languages and cultures digitally and synchronously, thereby providing students the opportunity to debate and participate in a global and local problem such as a country's responsibility for energy consumption.

Originality/value

Modern society requires the transformation of school practices, and new teaching approaches should include the provision of collaborative spaces that incorporate digital technologies. In this sense, this paper shows that cross-border lessons involving a synchronous learning environment offer a potential alternative, as digital teaching competence enables teachers to bring together different social and cultural groups virtually, thereby contributing to the reduction of social gaps and to the promotion of positive identity among less advantaged students.

Details

International Journal for Lesson & Learning Studies, vol. 10 no. 4
Type: Research Article
ISSN: 2046-8253

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