Development of Mathematics Teachers’ Moves That Support Students’ Reasoning Through Lesson Study

This study analyzed the changes in mathematics teacher candidates' teaching processes in terms of content of lesson plan, pedagogy aspects, and classroom management based on the evaluations of the experts, peers, and their own. The results indicated that experts, peer, and self-evaluation of the teaching processes signaled positive changes in teacher candidates' pedagogical content knowledge in mathematics after the lesson study process. Further, the study also demonstrates that teacher candidates acknowledged lesson study as a tool for providing slight improvement in teaching practices while experts and peers provided evidence for impressive improvements in teaching experiences.

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Mathematical Approaches and Strategies

Preparing Pre-Service Teachers for the Inclusive Classroom - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1753-5.ch008 ◽

2016 ◽

pp. 145-169

Author(s):

Lorelei R. Coddington

Keyword(s):

United States ◽

Student Performance ◽

Mathematics Teachers ◽

Conceptual Knowledge ◽

Teaching And Learning ◽

The United States ◽

Inclusive Classroom ◽

Learning Mathematics ◽

Improve Student Performance ◽

Support Students

Recent shifts in standards of instruction in the United States call for a balance between conceptual and procedural types of teaching and learning. With this shift, an emphasis has also been placed on ensuring teachers have the knowledge and tools to support students to improve student performance. Since many struggle in learning mathematics, teachers need practical ways to support students while also building their conceptual knowledge. Research has highlighted many promising approaches and strategies that can differentiate instruction and provide needed support. This chapter highlights various examples found in the research and explains how the approaches and strategies can be used to maximize student learning in the inclusive classroom.

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Introducing lesson study in promoting a new mathematics curriculum in Irish post-primary schools

International Journal for Lesson and Learning Studies ◽

10.1108/ijlls-09-2013-0050 ◽

2014 ◽

Vol 3 (3) ◽

pp. 236-251 ◽

Cited By ~ 7

Author(s):

Anne Brosnan

Keyword(s):

School Leadership ◽

Mathematics Teachers ◽

Lesson Study ◽

Primary Schools ◽

Mathematics Curriculum ◽

Continuing Professional Development ◽

Pilot Project ◽

Lessons Learned ◽

Content Type ◽

Initial Resistance

Purpose – The purpose of this paper is to investigate and review how the practices of Lesson Study fare in enhancing the professional capabilities of mathematics teachers when introduced as part of a pilot project in reforming the post-primary mathematics curriculum in Ireland. Design/methodology/approach – Totally, 250 mathematics teachers teaching Junior and Senior Cycle mathematics in 24 post-primary schools constitute the population of this study. The schools which participated are representative of the range of all post-primary schools in Ireland. Findings – Lesson Study has an important role to play in the continuing professional development of teachers in the 24 post-primary schools and beyond in Ireland. An investigation of the maths teachers’ engagement with Lesson Study reveals some considerable initial resistance. Reasons for this resistance are examined and the lessons learned from the steps taken to deal with this are reviewed. Lesson Study is an innovation that teachers need to understand deeply and to practice regularly through mutual support if they are to avail of it fruitfully. Accordingly, further approaches need to be explored, not least the important role of school leadership, to adapt Lesson Study more fully and more productively to the professional cultures of teaching in Ireland. Originality/value – An analytic and evaluative account of the challenges and complexities involved in introducing Lesson Study to post-primary schools in Ireland is presented for the first time.

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