Actively Seeking Change: Mathematics Lesson Study for the Diverse U.S. Schools

Autor/in	Ilieva, Vessela
Titel	Actively Seeking Change: Mathematics Lesson Study for the Diverse U.S. Schools
Quelle	In: Teacher Education and Practice, 24 (2011) 1, S.74-95 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Mathematics Teachers; Algebra; Mathematics Instruction; Language Proficiency; Teacher Collaboration; Grade 8; Student Diversity; Culturally Relevant Education; Teaching Skills; Knowledge Base for Teaching; Teacher Role; Student Participation; Comprehension; English (Second Language); Middle Schools; Secondary School Mathematics; Cooperative Planning + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Language skill; Language skills; Sprachkompetenz; Lehrerkooperation; School year 08; 8. Schuljahr; Schuljahr 08; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerrolle; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Verstehen; Verständnis; English as second language; English; Second Language; Englisch als Zweitsprache; Middle school; Mittelschule; Mittelstufenschule
Abstract	This qualitative study examined the experiences of three eighth-grade prealgebra teachers as they planned student sensitive lessons for their ethnoculturally diverse students. The teachers worked in a lesson study group with a diversity consultant, an ESL (English as a second language) teacher who had a variety of multicultural experiences from around the globe. The findings of the study indicated that this form of student-sensitive lesson study stimulated in-depth mathematical discussions among participants and prompted a re-evaluation of the teachers' mathematical knowledge and practice. The diversity consultant supported the mathematics teachers in understanding their role in communicating mathematical content in ways relevant to their ethnoculturally diverse students. The role of lesson activity context to students' understanding and engagement and the need for closer attention to students' academic English-language proficiency when planning instruction surfaced as important elements for planning student-sensitive mathematics lessons. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10