Bring a Research-Informed Product into Classrooms Through Lesson Study from the Perspective of Boundary Crossing
来源：
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION March 2024
作者：
黄兴丰
黄荣金等
摘要：
This study aims to explore how a research-informed product, a hypothetical learning trajectory (HLT), was implemented by a group of Shanghai teachers in mathematics classrooms and promoted by a researcher through a Chinese lesson study. The instruction informed by the HLT served as a boundary object to promote conversations between the researcher and the teachers. The researcher played an indispensable role as a broker to facilitate the transformation of the boundary object. A fine-grained analysis of the data set showed that the team of teachers and the researcher formed a boundary encounter between teaching and research communities in which the participants negotiated and agreed on HLT-informed instruction. The study identified four turning points that are crucial for transforming HLT-informed instruction from an abstract object to a concrete form. Based on the turning points, we revealed the role played by the researcher as a broker in this lesson study. Finally, the challenges of bringing HLT into the classroom are discussed.
