Academic writing

References

Joubert, M., & Wake, G. (2023). A case in Nottingham: Integrating lesson study into a research and innovation programme. In The Mathematics Practitioner’s Guidebook for Collaborative Lesson Research (pp. 28-34). Routledge.

Takhashi A. and Wake G. (2023) The Mathematics Practitioner’s Guidebook for Collaborative Lesson Research. Routledge.

Wake, G., & Joubert, M. (2023). What we learned by designing research lessons. In The Mathematics Practitioner’s Guidebook for Collaborative Lesson Research (pp. 169-174). Routledge.

Wake, G., & Joubert, M. (2023). Collaborative lesson research as an effective space for teacher learning and improved student outcomes. In Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (No. 33). Alfréd Rényi Institute of Mathematics; ERME.

Wake G. and Selezynov, S. (2020) Curriculum design through lesson study. London Review of Education. 18(3)

Wake, G., Foster, C. and Nishimura, K. (2020) Lesson Study: A Case of Expansive Learning in Borko, H. and Potari, D. (Eds.) Teachers of Mathematics Working and Learning in Collaborative Groups, ICMI Study 25.

Wake, G. and Seleznyov, S. (2020). Curriculum design through lesson study. London Review of Education. 18 (3), pp.467–79

García, F. J., Wake, G., Lendínez, E. M. y Lerma, A. M. (2019). El papel de los modelos epistemológicos y didácticos en la formación del profesorado a través del dispositivo del estudio de clase. Enseñana de las ciencias, 37(1), 137-156.

Pedro da Ponte, J., Wake, G. and Quaresma, M. (2019) Lesson Study as a Learning Context in Lloyd, G. & Chapman, O. (Eds.) Mathematics Education in International Handbook of Mathematics Teacher Education: Vol. 3. Leiden: The Netherlands. (p.103-126).

Wake, G., Swan, M. and Foster, C. (2016). Professional learning through the collaborative design of problem-solving lessons, Journal of Mathematics Teacher Education. 19 (2) 243-260.