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Communication Dans Un Congrès Année : 2023

Malawian secondary mathematics teachers’ take-up of language responsive teaching through lesson study

Résumé

In this paper we explore Malawian secondary mathematics teachers’ take-up of language responsive teaching (LRT) during Lesson Study (LS) professional development (PD) on similar triangles. The findings presented here suggest that take-up of LRT through LS is complex. The teachers experienced and advocated engagement of learners in more mathematical talk and thinking during the PD workshops, lesson planning sessions and in lesson reflection. The limited, emergent enactment of some of these practices illuminates their complexity. We posit from this that developing LRT through LS, and particularly teachers’ expanding their repertoires for enhancing students’ language production, needs to be understood as a long-term goal with opportunities over time for planning, enacting and reflection.
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hal-04406745 , version 1 (19-01-2024)

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  • HAL Id : hal-04406745 , version 1

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Lisnet Mwadzaangati, Jill Adler. Malawian secondary mathematics teachers’ take-up of language responsive teaching through lesson study. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest, Jul 2023, Budapest, Hungary. ⟨hal-04406745⟩

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