Examining the role of facilitators in the context of planning an inquiry-based mathematics lesson

Abstract

This paper presents categories and codes of an analytical framework that combines both Knowledge Quartet and Mentoring Strategies to understand the role of facilitators in collaborative learning community through lesson study. The data is from a Norwegian lesson study involved three facilitators and six elementary teachers working together on an inquiry-based lesson. The new categories reported in this paper contributes to build a robust analytical tool to explore and discuss the role of facilitators in a future large-scale international study including several countries and all three phases of lesson study.

Examining the role of facilitators in the context of planning an inquiry-based mathematics lesson