In the last 20 years, Lesson Study (LS) has become an important theme in the discussion on mathematics Teachers’ Professional Development (TPD); nevertheless, LS is not much known in the Italian context. The three LS experiences presented in the symposium are rooted in such studies, each of them with its theoretical background and proper school level: semiotic of cultures for primary school; semiotic mediation for secondary school; boundary objects and meta-didactical transposition for the university. The three experiences, in spite of their differences, share the tools used for planning and observing, and especially the attention on the cultural transposition of the methodology. We will show how the intertwinement of such different points of view may reveal traits of the cultural issue that characterize each of them in its specific traits.
Polyphony on Lesson Study in the Italian Context
Carola Manolino;
2019-01-01
Abstract
In the last 20 years, Lesson Study (LS) has become an important theme in the discussion on mathematics Teachers’ Professional Development (TPD); nevertheless, LS is not much known in the Italian context. The three LS experiences presented in the symposium are rooted in such studies, each of them with its theoretical background and proper school level: semiotic of cultures for primary school; semiotic mediation for secondary school; boundary objects and meta-didactical transposition for the university. The three experiences, in spite of their differences, share the tools used for planning and observing, and especially the attention on the cultural transposition of the methodology. We will show how the intertwinement of such different points of view may reveal traits of the cultural issue that characterize each of them in its specific traits.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
