"Can This Happen Only in Japan?": Mathematics Teachers Reflect on a Videotaped Lesson in a Cross-Cultural Context

Autor/inn/en	Schwarts, Gil; Karsenty, Ronnie
Titel	"Can This Happen Only in Japan?": Mathematics Teachers Reflect on a Videotaped Lesson in a Cross-Cultural Context
Quelle	In: Journal of Mathematics Teacher Education, 23 (2020) 6, S.527-554 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schwarts, Gil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-019-09438-z
Schlagwörter	Mathematics Teachers; Teacher Attitudes; Video Technology; Teaching Methods; Foreign Countries; Faculty Development; Geometry; Grade 8; Guidelines; Teacher Collaboration; Cross Cultural Studies; Mathematics Instruction; Japan; Israel + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Geometrie; School year 08; 8. Schuljahr; Schuljahr 08; Richtlinien; Lehrerkooperation; Cultural comparison; Kulturvergleich; Mathematics lessons; Mathematikunterricht
Abstract	This paper reports on a study conducted within VIDEO-LM (Viewing, Investigating and Discussing Environments of Learning Mathematics), a video-based professional development project for secondary mathematics teachers that aims to enhance reflection on practice. The study explored VIDEO-LM sessions where Israeli teachers watched an 8th grade geometry lesson from Japan. We analyzed teachers' discussions around this lesson and characterized main themes and reflection types. Findings suggest that watching the Japanese lesson, using the VIDEO-LM framework, led to productive discussions among teachers. The fact that the videotaped lesson was culturally "far" from the teachers' reality provoked them to re-see everyday aspects of their practice, revealing some dissonances which promoted reflective thoughts and actions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01