Examining Change in Teacher Mathematical Knowledge Through Lesson Study

2011 ◽  
pp. 59-77 ◽  
Author(s):  
Diane Hobenshield Tepylo ◽  
Joan Moss
Keyword(s):  
Lesson Study ◽  
Mathematical Knowledge

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 Concept Construction on the Area of Oblique Triangles: A Lesson Study

2021 ◽  
Vol 12 (3) ◽  
pp. 3870-3880
Author(s):  
Steve B. Anapi Et.al
Keyword(s):  
High School ◽  
Junior High School ◽  
Lesson Study ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
A Priori ◽  
The Philippines ◽  
Independent Learning ◽  
Didactical Situations ◽  
Theory Of Didactical Situations

This paper aimed to explain how students construct the concept of the area of oblique triangles. Through Lesson Study using the Theory of Didactical Situations, the researchers designed a research lesson with the raison d'être of improving the teaching of trigonometry. The research lesson was implemented to junior high school student-participants in a national high school in the Philippines, and was attended by a pool of observers. A priori and a posteriori analyses were conducted to validate the teaching and learning situations. Observations, notes, students’ outputs, and post-lesson discussions and reflections were used in the analysis of didactical situations. After the conduct of the Lesson Study, the following themes emerged: (1) explicit mathematics didactical intentions are essential in analyzing students' constructed mathematical knowledge and learning, and (2) balancing adidactical situation and teacher facilitation allows independent learning for students.

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

Mathematics Textbook as an Object of Research/Matematički udžbenik kao predmet istraživanja

2014 ◽  
Vol 16 ◽  
Author(s):  
Dubravka Glasnović Gracin
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
Empirical Studies ◽  
Mathematics Textbooks ◽  
Mathematics Textbook ◽  
Mathematics Book

AbstractA mathematics textbook can be described as an officially authorized and pedagogically designed mathematics book written to provide mathematical knowledge to students. This description suggests the authority of the textbook - because it has been authorized by an administrative source and because it deals with authorized knowledge. This paper provides an overview of research on mathematics textbooks. The emphasis is on questions concerning the extent to which and how textbooks are used in mathematics education in Croatia and in the world.Research results show that mathematics textbooks are widely used in mathematics education worldwide. This finding points to the need for research on the content and structure of textbooks. Such studies are combined with the associated results on how textbooks are used in the classroom and which methods teachers apply in using textbooks in mathematics education. The results of the empirical studies show that teachers use textbooks for lesson preparation and pupils use mathematics textbooks for exercises to a great extent. These results imply that such an important role of textbooks in mathematics education deserves additional attention, with the goal of understanding and improving mathematics education.Key words: mathematics education; overview; research on textbook---SažetakMatematički udžbenik može se opisati kao službeno autorizirana i pedagoki osmiljena matematička knjiga napisana s ciljem da učenicima ponudi matematičke sadržaje. Taj opis sugerira autoritet udžbenika jer ga je autorizirao administrativni izvor i jer sadrži autorizirano znanje. Ovaj članak daje pregled istraživanja matematičkih udžbenika, a naglasak je na pitanjima u kojoj mjeri i kako se udžbenici koriste u nastavi matematike u Hrvatskoj i u svijetu.Rezultati raznih istraživanja pokazuju da se udžbenici u velikoj mjeri koriste u nastavi matematike irom svijeta. Taj nalaz ukazuje na potrebu za istraživanjem sadržaja i strukture matematičkih udžbenika. Uz to, prikazani su rezultati istraživanja o tome na koji se način udžbenici koriste u razredu i koje metode nastavnici prakticiraju prilikom upotrebe udžbenika na nastavi. Rezultati empirijskih studija pokazuju da nastavnici udžbenike većinom koriste za pripremu nastavnog sata, a učenici udžbenike koriste u najvećoj mjeri za vježbanje. Ti rezultati ukazuju na to da tako važna uloga udžbenika u matematičkom obrazovanju zaslužuje dodatnu pažnju s ciljem razumijevanja i poboljanja nastave matematike.Ključne riječi: istraživanje udžbenika; nastava matematike; pregled.

Mathematical Knowledge and the Interplay of Practices

2015 ◽  
Author(s):  
José Ferreirós
Keyword(s):  
Mathematical Knowledge ◽  
A Priori ◽  
Philosophy Of Mathematics ◽  
Advanced Mathematics ◽  
New Approach ◽  
Agent Based ◽  
Epistemology Of Mathematics ◽  
Actual Experience ◽  
Elementary Math ◽  
Mathematical Tradition

This book presents a new approach to the epistemology of mathematics by viewing mathematics as a human activity whose knowledge is intimately linked with practice. Charting an exciting new direction in the philosophy of mathematics, the book uses the crucial idea of a continuum to provide an account of the development of mathematical knowledge that reflects the actual experience of doing math and makes sense of the perceived objectivity of mathematical results. Describing a historically oriented, agent-based philosophy of mathematics, the book shows how the mathematical tradition evolved from Euclidean geometry to the real numbers and set-theoretic structures. It argues for the need to take into account a whole web of mathematical and other practices that are learned and linked by agents, and whose interplay acts as a constraint. It demonstrates how advanced mathematics, far from being a priori, is based on hypotheses, in contrast to elementary math, which has strong cognitive and practical roots and therefore enjoys certainty. Offering a wealth of philosophical and historical insights, the book challenges us to rethink some of our most basic assumptions about mathematics, its objectivity, and its relationship to culture and science.

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