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

Psychology ◽  
2013 ◽  
Vol 04 (02) ◽  
pp. 101-105 ◽  
Author(s):  
Thanya Kadroon ◽  
Maitree Inprasitha
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Teaching Mathematics ◽  
Open Approach

scholarly journals The Implementation of the Lesson Study Strategy in Teaching Mathematics: Teachers’ Perspectives

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Naem M. Alamri
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Continuing Professional Development ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Study Strategy ◽  
Primary School Mathematics ◽  
Teachers Perspectives

Lesson study is a form of classroom inquiry that can facilitate teachers’ continuing professional development. This study aims to explore primary school mathematics teachers’ perspectives about the implementation of the lesson study strategy in teaching mathematics. The sample of this study included 149 primary school mathematics teachers in Riyadh, Saudi Arabia, who were selected by using the purposive sampling. A quantitative questionnaire was sent to the teachers by e-mail or mobile. 149 mathematics teachers responded to the questionnaire; among them, fifteen teachers participated in a qualitative interview. The results indicated that most of the sample members carry out lesson study activities. The percentages of the teachers in the study sample who practice the activities and procedures of the lesson study ranged between 61.7% and 89.9%. The results also indicated that there is a high impact on the professional development of mathematics teachers as a result of their participation in the lesson study strategy as it helps enhance their mathematical and pedagogical knowledge, improve their knowledge of students’ learning process, and influence their views about the lesson study approach.

scholarly journals Secondary School Mathematics Teachers’ Professional Learning in a Lesson Study

2020 ◽  
Vol 22 (3) ◽  
pp. 2-27
Author(s):  
Adriana Richit ◽  
Mauri Luís Tomkelski
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Development Process ◽  
Collaborative Work ◽  
School Context ◽  
Teaching Resources ◽  
Public Network

Background: Lesson study is an innovative professional development process, originated from Japan, that is important to know if it may be applicable in other cultural contexts. Objective: This paper analyses professional learning of mathematic teachers involved in lesson study. Design: Qualitative and interpretative research, using participant observation. Setting and participants: The participants are seventeen mathematics teachers of secondary school at the teaching public network of Rio Grande do Sul State. Data collection and analysis: Research’s empirical material consist of field notes produced in the context of lesson study sessions, teachers’ textual productions systematized in their logbooks, audio recordings of the research lesson and debriefing session. Results: The results highlight that teachers’ participation in lesson study provided them professional learning related to deepening of the curricular content to teach at classroom, as well about teaching resources to teach mathematics topics and also about the collaborative work in the school context, the reflection on professional practices and about the teacher’s education approaches prevalent in the educative settings. Conclusions: The study suggests that lesson study is a powerful professional development process both regarding mathematics teaching and professional culture.

scholarly journals Teachers Views and Perceptions towards the Lesson Study Processes

2011 ◽  
Vol 1 (1) ◽  
pp. 41-51
Author(s):  
Wahyudi Wahyudi ◽  
Warabhorn Preechaporn
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Teacher Educators ◽  
Continuous Professional Development ◽  
School Mathematics ◽  
Primary School Mathematics ◽  
Specific Circumstance ◽  
Professional Renewal

The key to professional development is inquiry. For teachers, it means that they become researchers, inquiring into their own practices for purposes of professional renewal. Lesson Study has been widely accepted as an embedded teacher professional development process. This paper reports on primary school mathematics teachers’ view and perceptions toward Lesson Study processes as a mean for their continuous professional development. After their exposure to Lesson Study processes from a four week course at RECSAM, the researchers sought their views and experiences with conducting Lesson Study. The respondents were primary school mathematics teachers and teacher’ educators who participated in courses conducted at SEAMEO RECSAM, Penang, Malaysia. The data were drawn through interview and from their project works, journals, reports, and questionnaires. This study noted that most of the teachers held positive but reluctant views on Lesson Study as a path for continuous professional development. They agreed that Lesson Study can be used as effective tool for their professional development under specific circumstance. Possible factors that support and hinder teachers to be engaged in Lesson Study were noted such as flexible time table, teacher’s experiences and supportiveschool policy.

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

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.

scholarly journals Mathematics teachers’ reflective practice within the context of adapted lesson study

Pythagoras ◽  
2012 ◽  
Vol 33 (3) ◽  
Author(s):  
Barbara Posthuma
Keyword(s):  
Reflective Practice ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Safe Space ◽  
Teaching Mathematics ◽  
Reflective Practitioners ◽  
Field Notes ◽  
Self Knowledge ◽  
Study Context

There seems to be paucity of research in South Africa on mathematics teachers’ reflective practice. In order to study this phenomenon, the context of lesson study (in an adapted form) was introduced to five mathematics teachers in a rural school in the Free State. The purpose was to investigate their reflective practice whilst they collaboratively planned mathematics lessons and reflected on the teaching of the lessons. Data were obtained through interviews, video-recorded lesson observations, field notes taken during the lesson study group meetings and document analyses (lesson plans and reflective writings). The adapted lesson study context provided a safe space for teachers to reflect on their teaching and they reported an increase in self-knowledge and finding new ways of teaching mathematics to learners. This finding has some potential value for planning professional learning programmes in which teachers are encouraged to talk about their classroom experiences, share their joys and challenges with one another and strive to build a community of reflective practitioners to enhance their learners’ understanding of mathematics.

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

2021 ◽  
Vol 4 (1) ◽  
pp. p55
Author(s):  
Sirirat Chaona ◽  
Maitree Inprasitha ◽  
Narumon Changsri ◽  
Kiat Sangaroon
Keyword(s):  
Mathematics Teachers ◽  
Lesson Study ◽  
Design Research ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Professional Competencies ◽  
Open Approach ◽  
Problem Situations ◽  
Mathematics Educators ◽  
Mathematical Problems

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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