Semiosphere lens for mathematics teacher education

This paper discusses the lack of compulsory practices for mathematics teachers’ professional development in Italy, as well as the challenges that arise when trying to implement changes in teaching and learning practices. The 2018 OECD Teaching and Learning International Survey shows that merely providing a body of knowledge may leave some teachers uncertain about the necessary steps to enact meaningful changes. Barriers such as scheduling conflicts and insufficient incentives further hinder participation in professional development programs, while transforming teaching practices remains challenging due to cultural, psychological, pedagogical, and disciplinary issues. Scholars provide the epistemological legitimacy of the taught knowledge, but there is a need for sustainable mathematics teacher education, as well as research into cultural and social aspects to enable mathematics teachers’ critical reflection. This study uses Lotman’s Semiosphere lens to analyse data collected during Lesson Study experiences in mathematics, which is a Chinese teacher professional development methodology that can trigger critical reflection. Examining two case studies involving grade 5 and grade 12 students in the domains of probability and combinatorics, the research illustrates the essential activation of teachers’ reflective practices concerning both the mathematical concept itself and instructional methodologies within this culturally sensitive practice for professional development. The presented case studies serve as examples illustrating the theoretical positioning. As a research finding, mathematics teacher education that also focuses on cultural aspects has a more sustainable and fruitful outcome.