How do dialogic interactions contribute to the construction of teachers' mathematical problem-solving knowledge? Construction of a conceptual framework

What is it about?

The meetings during one lesson study cycle of a group of ten Swiss primary teachers were video recorded, transcribed, and are currently coded and analysed with the help of qualitative and quantitative data analysis software. The developed analytical framework is the result presented in this paper. It allows to model, on the one hand, the knowledge relating to the teaching and learning of problem-solving and, on the other hand, the analysis of interactions during a LS.

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