Practicing Teachers' Perspectives on the Purposes of Mathematics Lesson Study

Autor/in	Druken, Bridget Kinsella
Titel	Practicing Teachers' Perspectives on the Purposes of Mathematics Lesson Study
Quelle	In: Mathematics Teacher Education and Development, 25 (2023) 1, S.1-22 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Communities of Practice; Mathematics Instruction; Teacher Attitudes; Algebra; Teacher Competencies; Mathematics Teachers; Faculty Development; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Elementary Secondary Education; Program Effectiveness; Educational Change; Thinking Skills; Cooperation; Curriculum Development + Suchen Sie Ihr Suchwort? Community; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Lehrkunst; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Bildungsreform; Denkfähigkeit; Co-operation; Kooperation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Although lesson study has been shown to improve the teaching and learning of mathematics, little research has focused on reasons for engaging in it from a teacher's perspective, particularly after sustained engagement with lesson study. This qualitative study reports on thirty-three teachers from the United States who were involved in twelve lesson study cycles during a three-year partnership aimed at improving algebraic instruction for students aged 8-14 years during a period of educational reform. It used grounded theory techniques to analyse interview data to determine the purposes of lesson study from teachers' perspectives. Results highlight six purposes for engaging in a mathematics lesson study: understand reform standards, focus on student thinking, develop pedagogy, support collaboration, develop curricular materials, and learn mathematics. Particularly noticeable was its use for focusing on student mathematical thinking and understanding of reform initiatives and requirements. Research implications suggest positioning lesson study as a useful, teacher-vetted tool for unpacking educational reforms. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: https://mted.merga.net.au/index.php/mted/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01