{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/115807"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/115807","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Math teacher professional development through lesson study: Chilean teachers’ perspectives","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-14 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-14 without embargo terms","abstract_has_math":false,"creators":["Brown-Tess, Karie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Gutiérrez, Rochelle","González Rivera, Gloriana","McCarthy, Cameron","Higgins, Christopher"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-05","date_published":"2022-05","updated_at":"2026-07-22T22:24:55Z","subjects":["Lesson Study","Chile","Mathematics Teacher Learning"],"languages":["en","eng"],"rights":["Copyright 2022 Karie Brown-Tess"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/115807","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gutiérrez, Rochelle","González Rivera, Gloriana","McCarthy, Cameron","Higgins, Christopher"]},{"key":"dc:creator","label":"Author","values":["Brown-Tess, Karie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-05","2022-04-14"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Lesson Study","Chile","Mathematics Teacher Learning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Karie Brown-Tess"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/115807"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-14 without embargo terms","The student, Karie Brown-Tess, accepted the attached license on 2022-04-12 at 15:15.","The student, Karie Brown-Tess, submitted this Dissertation for approval on 2022-04-12 at 15:30.","This Dissertation was approved for publication on 2022-04-14 at 16:34.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17638 on 2022-11-14 at 17:33:34","This dissertation examines how a team of five elementary mathematics teachers and their administrators engaged in the iterative process of Lesson Study for professional development over the course of a year. I use Andzaldúa’s conception of conocimiento, reimagined for math teacher learning by Gutiérrez, to analyze data and understand the ways this team of teachers co-created knowledge together. I used embedded Case Study design as outlined by Robert Stake, to look closely and responsively at teacher learning throughout the year. Teachers taught kindergarten to 8th grade mathematics. My fieldwork took place over 9 months, one school year, in a mid-sized Chilean town. Teaching experience in the team of teachers ranged from 2 years to 11 years, with an instructional coach (UTP) with 30 years of experience. Data includes recordings from planning meetings, public lessons/lessons, reflection meetings, focus groups and several sets of interviews including member checking interviews. Participant observations and artifacts from teacher notes and student work in the lessons was also captured and coded with themes of conocimiento/conocimiento. My analysis of the data shows how solidarity in the community of teachers provided obstacles and opportunity to engage in meaningful Lesson Study discussion."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Math teacher professional development through lesson study: Chilean teachers’ perspectives"]}]}],"canonical_facts":{"dc:contributor":["Gutiérrez, Rochelle","González Rivera, Gloriana","McCarthy, Cameron","Higgins, Christopher"],"dc:creator":["Brown-Tess, Karie"],"dc:date":["2022-05","2022-04-14"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-14 without embargo terms","The student, Karie Brown-Tess, accepted the attached license on 2022-04-12 at 15:15.","The student, Karie Brown-Tess, submitted this Dissertation for approval on 2022-04-12 at 15:30.","This Dissertation was approved for publication on 2022-04-14 at 16:34.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17638 on 2022-11-14 at 17:33:34","This dissertation examines how a team of five elementary mathematics teachers and their administrators engaged in the iterative process of Lesson Study for professional development over the course of a year. I use Andzaldúa’s conception of conocimiento, reimagined for math teacher learning by Gutiérrez, to analyze data and understand the ways this team of teachers co-created knowledge together. I used embedded Case Study design as outlined by Robert Stake, to look closely and responsively at teacher learning throughout the year. Teachers taught kindergarten to 8th grade mathematics. My fieldwork took place over 9 months, one school year, in a mid-sized Chilean town. Teaching experience in the team of teachers ranged from 2 years to 11 years, with an instructional coach (UTP) with 30 years of experience. Data includes recordings from planning meetings, public lessons/lessons, reflection meetings, focus groups and several sets of interviews including member checking interviews. Participant observations and artifacts from teacher notes and student work in the lessons was also captured and coded with themes of conocimiento/conocimiento. My analysis of the data shows how solidarity in the community of teachers provided obstacles and opportunity to engage in meaningful Lesson Study discussion."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/115807"],"dc:language":["en","eng"],"dc:rights":["Copyright 2022 Karie Brown-Tess"],"dc:subject":["Lesson Study","Chile","Mathematics Teacher Learning"],"dc:title":["Math teacher professional development through lesson study: Chilean teachers’ perspectives"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:55Z"}