<oai_dc:dc xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
  <dc:creator>Clivaz, Stéphane</dc:creator>
  <dc:creator>Batteau, Valérie</dc:creator>
  <dc:creator>Bünzli, Luc-Olivier</dc:creator>
  <dc:creator>Daina, Audrey</dc:creator>
  <dc:creator>Presutti, Sara</dc:creator>
  <dc:creator>Pellet, Jean-Philippe</dc:creator>
  <dc:date>2025</dc:date>
  <dc:description xmlns:ns0="xml" ns0:lang="en">This study investigates mathematical knowledge for teaching problem-solving in lesson study among primary school teachers. Eight meetings were analysed, revealing mainly three types of talk, cumulative, disputational, and exploratory, evolving across the lesson study cycle. Knowledge levels differed among the types of talk, offering insights into teacher knowledge development.</dc:description>
  <dc:format>application/pdf</dc:format>
  <dc:identifier>https://fredi.hepvs.ch/global/documents/335820</dc:identifier>
  <dc:identifier>https://fredi.hepvs.ch/documents/335820/files/TWG_28-Clivaz-204.pdf</dc:identifier>
  <dc:language>eng</dc:language>
  <dc:rights>info:eu-repo/semantics/openAccess</dc:rights>
  <dc:rights>License undefined</dc:rights>
  <dc:source>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14). - 2025</dc:source>
  <dc:subject xmlns:ns1="xml" ns1:lang="en">Type of talk</dc:subject>
  <dc:subject xmlns:ns2="xml" ns2:lang="en">Lesson study</dc:subject>
  <dc:subject xmlns:ns3="xml" ns3:lang="en">Mathematical knowledge for teaching problem-solving</dc:subject>
  <dc:title xmlns:ns4="xml" ns4:lang="en">Types of talk and mathematical knowledge for teaching problem solving : Dialogic analysis of a lesson study</dc:title>
  <dc:type>http://purl.org/coar/resource_type/c_5794</dc:type>
</oai_dc:dc>