Mathematics Educators’ Perspective on Pre-service Mathematics Teachers’ Professional Competencies

This research was designed to study pre-service mathematics teachers' professional competencies to assist student learning by using Lesson Study and Open Approach innovations from mathematics educators' perspectives. A total of 35 mathematics educators have more than three years of experience not only in terms of utilizing the Lesson Study and Open Approach innovations but also in providing training to the pre-service mathematics teachers were selected. The researchers employed three data collection methods, namely document analysis, a survey using a questionnaire, and interviews. The obtained data from three sources was designed with the principle of triangulation. The findings of this research were presented under the three steps of the Thailand Lesson Study Model. In the first step, “Collaboratively Design Research Lesson Plan”, pre-service teachers can create problem situations that associated with the students' real world, can analyze the context of the problem situations, can analyze keywords that initiate students' ideas, can anticipate students' ideas, and can prepare teaching materials to support students' ideas. This is followed by the second step as “Collaboratively Observe Research Lesson”. The findings revealed that pre-service teachers can observe students’ ideas when their students were solving mathematical problems, can notice students’ difficulties in their learning, can give feedback using words that match with students’ proficiency level, give students opportunities to show how to think and present their ideas, listen to and accept students’ opinions, and taking notes on students’ ideas or pieces of learning evidence. The findings of the final step namely “Collaboratively Reflect on Teaching Practice” showed that pre-service teachers could reflect the learning outcomes by correlating students’ ideas with the instructions.

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Professional Development of Mathematics Teachers with Lesson Study and Open Approach: The Process for Changing Teachers Values about Teaching Mathematics

Psychology ◽

10.4236/psych.2013.42014 ◽

2013 ◽

Vol 04 (02) ◽

pp. 101-105 ◽

Cited By ~ 4

Author(s):

Thanya Kadroon ◽

Maitree Inprasitha

Keyword(s):

Professional Development ◽

Mathematics Teachers ◽

Lesson Study ◽

Teaching Mathematics ◽

Open Approach

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Analyzing Prospective Mathematics Teachers' Development of Teaching Practices in Mathematics

K-12 STEM Education ◽

10.4018/978-1-5225-3832-5.ch009 ◽

2018 ◽

pp. 169-188

Author(s):

Lutfi Incikabi ◽

Ahmet Kacar

Keyword(s):

Classroom Management ◽

Mathematics Teachers ◽

Lesson Study ◽

Teacher Candidates ◽

Teaching Practices ◽

Lesson Plan ◽

Teaching Experiences ◽

Pedagogical Content ◽

Self Evaluation ◽

Study Process

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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IMPLEMENTASI PRAKTIK PENGALAMAN LAPANGAN BERBASIS LESSON STUDY MAHASISWA PENDIDIKAN MATEMATIKA FKIP UNLAM

Vidya Karya ◽

10.20527/jvk.v31i2.3991 ◽

2017 ◽

Vol 31 (2) ◽

Author(s):

Elli Kusumawati

Keyword(s):

Mathematics Education ◽

Student Teachers ◽

Lesson Study ◽

Teaching Practice ◽

Lesson Plan ◽

Study Data ◽

Lesson Plans ◽

Learning Activities ◽

Teaching Skills ◽

Education Department

Abstract. Teaching practice (PPL) is one of the compulsory subjects weighing four credits held for three months at school. In the last two years, mathematics education department of FKIP ULM implement Lesson Study based PPL in six Junior High Schools in Banjarmasin. At this moment, Lesson Study is implemented in schools by teachers in order to foster and develop educator profession. The purpose of implementation of Lesson study based PPL Study is to give student teachers teaching skills and applying them in the classroom. The research method used is descriptive qualitative approach. Data collection used observation, interviews and Forum Group Discusssion. The research sample consisted of 4 mathematics education department students which are taking PPL program . The study was classified as action research-based Lesson Study. Data analysis refers to analysis of notes including lesson plans, observation and reflection. The results showed that the implementation of Lesson Study of four students started from Plan namely planning of lesson plans), Do namely implementation of lesson plan, observations results taking place during learning activities and the results of the reflection which was completed with suggestions for improvement of learning. Keywords: Lesson Study, PPL, plan-do-see Abstrak. Praktik Pengalaman Lapangan (PPL) adalah salah satu mata kuliah wajib berbobot empat sks yang dilaksanakan selama tiga bulan di sekolah. Pada dua tahun terakhir program studi pendidikan matematika melaksanakan PPL berbasis Lesson Study di enam SMP Negeri di Banjarmasin. Selama ini Lesson Study dilaksanakan di sekolah oleh guru dalam rangka membina dan mengembangkan profesi pendidik. Tujuan diterapkannya PPL berbasis lesson Study salah satunya membekali mahasiswa sebagai calon guru untuk berlatih menerapkannya di kelas. Metode penelitian menggunakan pendekatan deskriptif kualitatif dengan teknik pengambilan data berupa pengamatan, wawancara dan Forum Group Discusssion. Sampel penelitian terdiri atas 4 orang mahasiswa Prodi Pendidikan Matematika yang sedang melaksanakan PPL. Ditinjau dari pelaksanaan penelitian, maka penelitian ini digolongkan dalam penelitian tindakan berbasis Lesson Study. Teknik analisis data penelitian kualitatif mengacu pada hasil catatan lapangan meliputi RPP dan catatan hasil observasi dan refleksi. Hasil penelitian menunjukkan pelaksanaan Lesson Studi empat orang mahasiswa mulai dari Plan yaitu perencanaan membuat RPP, Do yaitu pelaksanaan pembelajaran berupa hasil observasi di kelas selama pembelajaran berlangsung (tahap pembelajaran yaitu kegiatan awal, inti dan kegiatan akhir) dan hasil refleksi dilengkapi dengan saran perbaikan pembelajaran. Kata Kunci: Lesson Study, PPL, plan-do-see

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MATHEMATICS TEACHERS’ ABILITIES IN DEVELOPING FORMATIVE ASSESSMENT AFTER THE INTRODUCTION OF LESSON STUDY AND OPEN APPROACH INNOVATIONS

Malaysian Journal of Learning and Instruction ◽

10.32890/mjli2020.17.1.5 ◽

2020 ◽

Vol 17 (Number 1) ◽

pp. 101-132

Author(s):

Sampan Thinwiangthong ◽

Colleen M. Eddy ◽

MaitreeInprasitha MaitreeInprasitha

Keyword(s):

Formative Assessment ◽

Mathematics Teachers ◽

Lesson Study ◽

Formative Assessments ◽

Open Approach ◽

Video Recordings ◽

Approach Training ◽

Post Test ◽

Quasi Experimental ◽

Field Notes

Purpose – The main purpose of this study was to examine mathematics teachers’ abilities in developing formative assessments when teaching algebraic reasoning after utilizing two innovations: lesson study and open approach. Methodology – A single group quasi-experimental research design was employed in two mathematics classes in a school in Chaiyaphum province, Thailand. The target group was all the 11 mathematics teachers, who were pre-tested, then post-tested afterthe lesson study and open approach training. This was followed bytheir participation in setting up a lesson study group and conducting 10 lesson study cycles involving two research participants who were teaching two selected classes. The instruments were a questionnaire, the Assess Today rubric, interview protocols, 10 lesson plans, field notes, classroom observation video recordings, and students’ written work. The AssessToday rubric was the main instrumentwritten work. The AssessToday rubric was the main instrumentused to determine the ability level of the mathematics teachers indeveloping formative assessment in terms of seven components,namely learning targets, question quality, nature of questioning, selfevaluation,observation of student affect, instructional adjustment,and evidence of learning. Results – The pre-test and post-test results showed an improvementin the mathematics teachers’ understanding about formativeassessment, the methods used in formative assessment, and how theycould use the data from the formative assessment while they wereimplementing the two innovations. In addition, the AssessToday rubric showed that both mathematics teachers were progressinggradually from novice, apprentice to practitioner level in theirabilities in developing formative assessment after the 10 cycles ofinnovation practices in all the seven components. The results implythat the mathematics teachers showed vast improvement in their abilities in developing formative assessment after they implemented the lesson study and open approach innovations in their teaching. Significance – The results contribute significantly to knowledge about the usefulness of the lesson study and open approach innovations in enhancing mathematics teachers’ abilities in developing formative assessment.

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Analyzing Prospective Mathematics Teachers' Development of Teaching Practices in Mathematics

Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0892-2.ch011 ◽

2017 ◽

pp. 206-225

Author(s):

Lutfi Incikabi ◽

Ahmet Kacar

Keyword(s):

Classroom Management ◽

Mathematics Teachers ◽

Lesson Study ◽

Teacher Candidates ◽

Teaching Practices ◽

Lesson Plan ◽

Teaching Experiences ◽

Pedagogical Content ◽

Self Evaluation ◽

Study Process

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Pedagogical practice and professional training of mathematics teachers

Lietuvos matematikos rinkinys ◽

10.15388/lmr.b.2013.18 ◽

2013 ◽

Vol 54 ◽

Author(s):

Nijolė Cibulskaitė ◽

Vytautas Bernotas

Keyword(s):

Quantitative Analysis ◽

Computer Science ◽

Mathematics Teachers ◽

Empirical Data ◽

Professional Training ◽

Teaching Practice ◽

Professional Competencies ◽

Pedagogical Practice ◽

Teaching Career ◽

Educational Sciences

The aim of this paper is to highlight the features of the improvement of student’s professional competencies in the final stage of the pedagogical studies in the Lithuanian University of Educational Sciences. 84 students of the fourth year studies of mathematics and computer science specialty were interviewed using questionnaire. The research methods: statistical quantitative analysis of empirical data; qualitative analysis of students’ reports of carried out teaching practice. The results revealed: the studies of mathematics didactics and teaching practice effectively helped students develop their professional competencies; the experience gained during the teaching practice determinated student’s choosing of teaching career mostly.

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Investigating the quality and content of five teachers’ reflection on their teaching of mathematics

Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie ◽

10.4102/satnt.v32i1.400 ◽

2013 ◽

Vol 32 (1) ◽

Author(s):

A. Barbara Posthuma ◽

Jacobus G. Maree ◽

Gerrit Stols

Keyword(s):

Reflective Practice ◽

Mathematics Teachers ◽

Lesson Study ◽

Qualitative Data ◽

Lesson Plan ◽

Contextual Factor ◽

Classroom Observations ◽

Mathematical Concepts ◽

Teaching Of Mathematics ◽

Group Experience

Not much research has been done on mathematics teachers’ reflective practice in South Africa. This article reports on the quality and content of mathematics teachers’ reflections on a lesson within the context of lesson study. The aim of the study was to investigate the quality and content of five mathematics teachers’ reflections before, during and after teaching a lesson. The five teachers (two males, three females) reflected collaboratively on their own as well as on their colleagues’ teaching of mathematics. The teachers were selected purposely to participate in the study. Qualitative data were gathered using interviews, lesson plans, classroom observations and reflective writings. The findings indicated that whereas all the mathematics teachers reflected on-action verbally and in writing, three of the teachers reflected in-action while teaching. Based on lesson plan analysis, there was no evidence that these teachers reflected for-action. Two teachers reflected critically on their learners’ understanding of mathematics and their own teaching of concepts. Being a member of the lesson study group experience emerged as a contextual factor that seemed to influence these teachers’ reflections in a positive way. However, the teachers’ inadequate linguistic skills and inability to verbalise basic mathematical concepts properly seemed to influence their reflective practice negatively.

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Using Classroom Video in Designing Open-ended Problem Situations

International Educational Research ◽

10.30560/ier.v4n1p46 ◽

2021 ◽

Vol 4 (1) ◽

pp. p46

Author(s):

Saastra Laah-On ◽

Maitree Inprasitha ◽

Kiat Sangaroon ◽

Narumon Changsri

Keyword(s):

Problem Solving ◽

Lesson Plan ◽

Video Recording ◽

Sampling Technique ◽

Teaching Approach ◽

Classroom Teaching ◽

Problem Situation ◽

Open Approach ◽

Problem Situations ◽

Teacher Trainees

Teacher and teacher trainees have been introduced to practice Thailand Lesson Study incorporated Open Approach Model as the problem-solving-based teaching approach for the past two decades. The problem-solving-based teaching approach has to begin with posing open-ended problem situation in order to encourage students to solve the problem independently using their own method. Therefore, open-ended problem situation design is considered a key factor for teachers or teacher trainees to provide sufficient opportunities to students’ learning experiences in solving the problems (Inprasitha, 2017). As a result, this research was aimed to use video recordings of classroom teaching and experts’ reflection practice to analyze teacher trainees’ abilities in designing open-ended problem situations. A total of 10 teacher trainees were selected from the Department of Mathematics (English Program), Faculty of Education, Valaya Alongkorn Rajabhat University under the Royal Patronage using a purposive sampling technique. A multi-cases study survey research design was employed using a qualitative approach. There were four research instruments used, namely lesson plan, video and audio recording, field notes, and interview protocol. Data were collected using various sources such as research lesson plans, audio, and video recording as well as interviewing. The results revealed that teacher trainees utilized classroom teaching videos to support them in clarifying indecisive problem situations, revising the sequence of teaching, and modifying appropriate words used in giving the direction of the problem situations. On the other hand, the experts’ reflection video has successfully assisted them to have a better understanding of mathematical contents in problem-solving teaching approach and teacher trainees’ intention of each action in the learning activities.

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