Early statistics in kindergarten: analysis of an educator's pedagogical content knowledge in lessons promoting informal inferential reasoning

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Soledad Estrella ◽  
Maritza Mendez-Reina ◽  
Raimundo Olfos ◽  
Jocelyn Aguilera
Keyword(s):  
Young Children ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Study ◽  
Lesson Plan ◽  
Inferential Reasoning ◽  
Statistical Thinking ◽  
Content Type ◽  
Pedagogical Content ◽  
Informal Inferential Reasoning

PurposeThis study aims to describe the pedagogical content knowledge (PCK) of a kindergarten educator who implements a lesson plan about informal inferential reasoning designed in a lesson study group.Design/methodology/approachTo this end, we analyzed teaching interventions in two kindergarten lessons focused on the playful task of tossing two coins, associated with inferential statistical reasoning. The study highlights the importance of arguing and promoting this reasoning to develop statistical thinking. It is crucial to recognize how early students can be subject to learning experiences that promote a language of uncertainty, assess the evidence provided by the data, and make generalizations.FindingsThe results reveal that while the educator demonstrated knowledge and skills relevant to the curriculum and conceptual teaching strategies, the understanding of the content by the students and the integration of the PCK components still present a challenge.Practical implicationsThe lesson study collaborative teaching practices that promote PCK have proven effective for informing the design and implementation of instructional practices supporting the development of early statistical thinking in young children.Originality/valueThe study enriches the knowledge regarding the potential of the lesson study (LS) in the professional learning of kindergarten educators. It also contributes to a comprehensive approach based on authentic playful experiences in grade K that supports the development of early statistical thinking in young children.

On the development of pedagogical content knowledge through lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Keith Wood
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Inclusive Education ◽  
Lesson Study ◽  
Current Issue ◽  
Relevant Literature ◽  
Multiple Perspectives ◽  
Content Type ◽  
Pedagogical Content ◽  
Stem Teaching

PurposeThe objective of this editorial is to focus the author’s attention on the nature of pedagogical content knowledge (PCK) and its development through Lesson Study.Design/methodology/approachDiscussion in the editorial draws on papers in this issue, synthesized through the lens of PCK and supported by evidence from relevant literature.FindingsTeachers' engagement in lesson and learning study action research has the potential to develop their PCK in two ways: they gain insights into the ways their students experience objects of learning with reference to their own content knowledge, and they gain insights into the ways students should become able to experience objects of learning in more powerful ways identified by the teachers. The papers in the current issue elaborate on the contextual development of PCK from multiple perspectives: STEM teaching, cross-cultural lesson study, inclusive education and cultural competence through bansho.Originality/valueThe studies presented in this issue allow the readers to see PCK through different lenses.

Enhancing pedagogical content knowledge for STEM teaching of teacher candidates through lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kornkanok Lertdechapat ◽  
Chatree Faikhamta
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Study ◽  
Teacher Candidates ◽  
Cooperating Teacher ◽  
Content Type ◽  
Pedagogical Content ◽  
Negative Case ◽  
And Mathematics ◽  
Stem Teaching

PurposeThis study explores how lesson study (LS) can enhance teacher candidates' ability to develop their pedagogical content knowledge (PCK) for teaching science, technology, engineering and mathematics (STEM).Design/methodology/approachA multiple case study design was undertaken using the social-constructivist paradigm. The authors explored similarities and differences within and among four cases of teacher candidates who collaborated with a cooperating teacher and a university mentor. The data were collected from field observations, post-lesson discussions and follow-up interviews; it was then content analyzed and validated using negative case analysis.FindingsLearning from post-lesson discussions within their own LS clusters, including a teacher candidate, his/her cooperating teacher and university mentor, could help teacher candidates develop their PCK for STEM, rather than gain experience through several rounds of LS engagement. The foci of post-lesson discussions, which were discussed by each LS cluster the most, were students' context, teaching and STEM prototypes, while knowledge of instructional strategies for teaching STEM was mostly related to the previously mentioned foci. Teacher candidates' confidence in teaching STEM lessons seemed to improve when they designed and discussed the overall lessons with their LS clusters.Originality/valueThe STEM-specific LS model was proposed to support the exploration of the struggles and successes of student learning before designing the purpose of the LS and enacting its phases; the implementation of LS could be the tool for enhancing teacher candidates' PCK for STEM teaching.

scholarly journals Developing mathematics teachers’ pedagogical content knowledge in lesson study

2016 ◽  
Vol 5 (3) ◽  
pp. 212-226 ◽  
Author(s):  
Aoibhinn Ni Shuilleabhain
Keyword(s):  
Pedagogical Content Knowledge ◽  
Teacher Learning ◽  
Empirical Evidence ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Content Type ◽  
Pedagogical Content ◽  
Primary Mathematics ◽  
Knowledge Of Content

Purpose – The purpose of this paper is to investigate the development of mathematics teachers’ pedagogical content knowledge (PCK) over successive cycles of lesson study. Utilising the framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008), this research classifies features of PCK as utilised by post-primary mathematics teachers in their planning and reflection conversations in lesson study. The development of these features of PCK is then traced over successive cycles. Design/methodology/approach – In total, 12 teachers in two Irish post-primary schools participated in this research. Over the course of one academic year, these two groups of teachers completed a number of cycles of lesson study and qualitative data were generated through audio recordings of all lesson study meetings and through individual interviews with participants. Findings – Analysis of teacher dialogue reveals distinct features of knowledge of content and students (KCS) and knowledge of content and teaching (KCT) incorporated by these teachers in their planning and reflection conversations, providing empirical evidence of MKT in lesson study. The occurrence of these features of KCS and KCT in lesson study conversations increased over successive cycles, demonstrating teacher learning. Originality/value – This research contributes to the literature in expanding the theoretical underpinnings of teacher learning in lesson study. It also provides further empirical evidence of MKT (Ball et al., 2008) in teacher practice, specifically related to post-primary mathematics teachers.

Teacher education of statistics from theory to practice

2019 ◽  
Vol 12 (5) ◽  
pp. 857-869
Author(s):  
Samah Gamal Ahmed Elbehary
Keyword(s):  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Learning Community ◽  
Content Knowledge ◽  
Lesson Study ◽  
Theory And Practice ◽  
Content Type ◽  
Pedagogical Content ◽  
Learning And Teaching ◽  
Teaching Statistics

Purpose To prepare pre-service mathematics teachers (PSMTs) in Egypt, learning statistics as a subject takes place at the faculty of science, apart from what is going on at the faculty of education. The Organization for Economic Co-operation and Development has highlighted this dilemma as follows; “Pre-service education in Egypt is characterized by a separation of theory from practice, in the belief that student teachers will put it into practice later in schools” (OECD, 2015, p. 120). The purpose of this paper is to propose a microteaching lesson study (MLS) model that bridges the gap between learning free content pedagogies and teaching statistics, consequently, enhances PSMTs’ pedagogical content knowledge. Design/methodology/approach The ethnographic approach has been employed, and hence, the national faculty policy guidelines have been revised through Grossman’s (1990) model. Moreover, a focus group of PSMTs’ opinions has been investigated to interpret the aforementioned situation and provide meaningful insights. Findings As a result, the MLS model rooted in constructivism theory has been introduced. Furthermore, supported discourse to enhance PSMTs’ pedagogical content knowledge (PCK) of teaching statistics is described. Originality/value The MLS model may help to change PSMTs’ perception concerning the gap between theory and practice. Meanwhile, it could be an endeavor to reform PSMTs’ initial views regarding what learning and teaching of statistics look like, through enhancing their PCK of teaching statistics. Furthermore, engaging them in such environments to be a part of the learning community and learn more from the experts is crucial.

LESSON STUDY AS A PROCESS FOR DEVELOPING THE PEDAGOGICAL CONTENT KNOWLEDGE OF PRE-SERVICE PHYSICS AND CHEMISTRY TEACHERS

2019 ◽  
Author(s):  
Teresa Conceição ◽  
◽  
Mónica Baptista ◽  
, João Pedro da Ponte ◽  
◽  
...  
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Study ◽  
Participant Observation ◽  
Study Data ◽  
Initial Teacher Education ◽  
Pedagogical Content ◽  
Individual Interviews ◽  
8Th Grade ◽  
Teachers Professional Development

This research aimed to understand what physics and chemistry pre-service teachers learn within pedagogical content knowledge in a lesson study with the topic speed of sound, 8th grade. Participants were three pre-service teachers. This was a qualitative and interpretative study. Data were collected from participant observation, individual interviews and individual written reflections. Results showed that the participants developed their pedagogical content knowledge, when they identified the students’ prior knowledge and when they discussed strategies to help students overcome their difficulties. Keywords: initial teacher education, lesson study, pre-service teachers, professional development, science education.

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