What Knowledge Do Teachers Use in Lesson Study? A Focus on Mathematical Knowledge for Teaching and Levels of Teacher Activity

2019 ◽  
pp. 419-440
Author(s):  
Stéphane Clivaz ◽  
Aoibhinn Ni Shuilleabhain
Keyword(s):  
Lesson Study ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Knowledge For Teaching

Mentor-Guided Lesson Study as a Tool to Support Learning in Field Experiences

2015 ◽  
Vol 4 (1) ◽  
pp. 20-31 ◽  
Author(s):  
Kristen N. Bieda ◽  
Jillian Cavanna ◽  
Xueying Ji
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Lesson Study ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Student Thinking ◽  
Practicing Teachers ◽  
Knowledge And Skills ◽  
Knowledge For Teaching ◽  
Intern Teachers

Field experience can be a rich site for intern teachers to develop the knowledge and skills they need for effective teaching. Lesson study has been shown to be a powerful form of professional development that enhances practicing teachers' mathematical knowledge for teaching through collaborative inquiry with their peers. In this article, we discuss the use of mentor-guided lesson study to support mentor and intern collaboration in the field and share what we have learned about its potential to support interns' attention to student thinking. We will also share insights from the field for those interested in implementing this activity in teacher preparation coursework.

scholarly journals SOUTH AFRICAN TEACHERS’ MATHEMATICAL KNOWLEDGE: REFLECTIONS FROM SHORT LEARNING INTERVENTION PROGRAMME (SLIP)

2019 ◽  
Vol 77 (6) ◽  
pp. 705-721
Author(s):  
Loyiso C. Jita ◽  
Olugbenga Adedayo Ige
Keyword(s):  
South African ◽  
Content Knowledge ◽  
Lesson Study ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Study Groups ◽  
Intervention Programme ◽  
Knowledge For Teaching ◽  
Learning Intervention ◽  
And Mathematics

This qualitative research reports the results of a short learning intervention programme conducted by South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education to enhance the mathematical knowledge of teachers in some South African schools. The short learning programme comprised the fostering of teachers’ mathematical knowledge and the formation of lesson study groups to apply the knowledge gained from the intervention programme in different schools in the country. The sample comprised 53 male and 72 female Mathematics teachers who were nominated from several school districts in the country. The participants were trained using Mathematical Knowledge for Teaching (MKT) which included the topics of probability/ratio and proportion (grades 1-9). The MKT consisted of these sets of expertise: Common Content Knowledge (CCK), Specialised Content Knowledge (SCK), Knowledge of Contents and Students (KCS), and Knowledge of Content and Teaching (KCT). The lesson study groups applied the knowledge acquired from the short learning intervention programme to engage in group activities, lesson studies, and to report the major challenges in doing the lesson studies. This model research comprised three stages: the first stage involved active participation in the workshops that took place at the University of the Free State; the teachers that attended the training workshops implemented the knowledge gained in the respective schools in their districts in the second stage; and the third stage involved the compilation and submission of a Portfolio of Evidence (PoE) by the teachers that participated in the training workshops. Keywords: mathematical knowledge, short learning intervention programme, South African teachers.

scholarly journals Development of Teachers’ Mathematical Knowledge for Teaching by Using the Innovation of Lesson Study and Open Approach

2014 ◽  
Vol 04 (04) ◽  
pp. 317-327
Author(s):  
Anake Sudejamnong ◽  
Kittipot Robsouk ◽  
Suladda Loipha ◽  
Maitree Inprasitha
Keyword(s):  
Lesson Study ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Open Approach ◽  
Knowledge For Teaching

scholarly journals Mathematical knowledge for teaching: Adding to the description through a study of probability in practice

Pythagoras ◽  
2006 ◽  
Vol 0 (63) ◽  
Author(s):  
Mercy Kazima ◽  
Jill Adler
Keyword(s):  
Problem Solving ◽  
Mathematical Knowledge ◽  
Mathematical Problem ◽  
Mathematical Knowledge For Teaching ◽  
Mathematical Work ◽  
Mathematical Problem Solving ◽  
Knowledge For Teaching ◽  
Scaling Down ◽  
Multilingual Classroom ◽  
Everyday Knowledge

In their description of the mathematical work of teaching, Ball,  Bass & Hill (2004) describe the mathematical problem solving that teachers do as they go about their work. In this paper we add to this description through our study of teaching of probability in a grade 8 multilingual classroom in South Africa. We use instances of teaching to highlight the mathematical problem solving that teachers might face as they work with learners’ ideas, both expected and unexpected. We discuss  the restructuring of tasks as an inevitable feature of teachers’ work, and argue that in addition to scaling up or scaling down of the task as Ball et al. (2004) describe, restructuring can also entail shifting the mathematical outcomes from those intended. We also point out how well known issues in mathematics education, for example working with learners’ everyday knowledge, and the languages they bring to class, are highlighted by the context of probability, enabling additional insights into the mathematical work of teaching.

scholarly journals Conhecimentos de Professores de Matemática em Início de Carreira Sobre o Campo Aditivo

2020 ◽  
Vol 13 (1) ◽  
pp. 53-63
Author(s):  
Rafael Neves Almeida ◽  
Ruy Cesar Pietropaolo
Keyword(s):  
Data Collection ◽  
Knowledge Base ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Early Career ◽  
Early Career Teachers ◽  
Knowledge For Teaching ◽  
Problem Situations ◽  
Scholarship Recipients ◽  
Career Teachers

Este trabalho apresenta um estudo realizado com cinco professores de Matemática, em início de carreira, ex-bolsistas do Programa Institucional de Bolsa de Iniciação à Docência (Pibid), cujo objetivo foi evidenciar os Conhecimentos Didáticos e Curriculares dos participantes sobre o ensino de problemas do campo aditivo, conforme indicado pelos parâmetros curriculares nacionais. A coleta de dados se deu por meio de entrevistas e protocolos respondidos pelos professores. Como referenciais teóricos, no tocante ao início de carreira, foram utilizados os trabalhos de Huberman e Garcia. Em relação aos conhecimentos de professores necessários à docência optou-se por Ball, Thames e Phelps. A análise dos dados nos permitiu verificar que os professores no processo de ensino do campo aditivo dão bastante ênfase à ideia de combinar dois estados para obter um terceiro, não destacando outros importantes significados. Portanto, faz-se necessário uma ampliação na base de conhecimentos desses docentes para o ensino das operações.   Palavras-chave: Professores em Início de Carreira. Conhecimentos Matemáticos para o Ensino. Campo Aditivo. PIBID.   Abstract In this work, we will present a study carried out with five early-career teachers, former scholarship recipients of the Programa Institucional de Bolsa de Iniciação a Docência (Pibid), whose objective was to highlight the participants' Didactic and Curricular Knowledge about the notion of addition. The data collection was done through interviews and protocols answered by the teachers. As theoretical references, regarding the beginning of the career, the works of Huberman (1995) and Garcia (1999) were used. Regarding the teachers' knowledge required for teaching, Ball, Thames and Phelps (2008) were chosen. The analysis of the data allowed us to verify that the teachers' knowledge about addition operation is restricted to the meaning of joining and that the idea most used to work with this theme in the classroom involves problem situations with money. Therefore, it is necessary to increase the knowledge base of these teachers.   Keywords: Teacher Early-Career Teachers. Mathematical Knowledge for Teaching (MKT).  

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