Teaching mathematics is complex.The changing role of the teacher and the increased demands and expectations placed upon mathematics teachers in the 21st century in South Africa significantly influence the types of kno...Teaching mathematics is complex.The changing role of the teacher and the increased demands and expectations placed upon mathematics teachers in the 21st century in South Africa significantly influence the types of knowledge and skills they require in their undergraduate education and professional development.Reflection,as an aspect of metacognitive awareness,enables teachers to think with what they know in learning about teaching and it is therefore an essential characteristic of professional development of mathematics student teachers.Adapted lesson study and literature regarding metacognitive awareness and reflection were implemented in a mathematics didactics course.In this qualitative interpretative case study,the levels of reflections(guided by reflective prompts)and metacognitive awareness in the reflections of one student teacher(Anne)in a mathematics didactics course were collected,analysed,and interpreted(as part of a bigger study).Anne gave evidence in her reflections of her personal insight on her task(teaching),the learners(person)in her classroom,and the teaching-learning strategies(strategies)she had to reflect on the planning,presenting,and evaluating her mathematics lessons.Using adapted lesson study and reflections seems to have facilitated Anne’s metacognitive awareness as well as her professional development as a mathematics teacher.展开更多
Being professional teacher is a process of acting and self empowering of teachers collectively and continuously. A teacher is not merely transferring knowledges and subject matters to the students but also internalizi...Being professional teacher is a process of acting and self empowering of teachers collectively and continuously. A teacher is not merely transferring knowledges and subject matters to the students but also internalizing the values; professionalism, knowledge laedership, community empowerment, etc. Partnership, professional development, and learning community are possibly gained by the teachers through lesson study implementasion interconnectedly and mutually. This paper aims at elaborating on the experience of State Junior High School 1 Srandakan Bantul Yogyakarta in implementing lesson study as a break-through to enhance the teachers＇ professional development incorporating the three mechanisms of lesson study. This school has conducted lesson study for about three years. The study resulted that 80 percent of teachers achieve their competence in planning, doing, and reflecting the lesson through observing other teachers performance and being observed interchangeably.展开更多
Purpose:This study investigates how collaborative,lesson study-style professional development improves teacher noticing behaviors in the context of unit-based mathematics teaching in China.We employed framing theory t...Purpose:This study investigates how collaborative,lesson study-style professional development improves teacher noticing behaviors in the context of unit-based mathematics teaching in China.We employed framing theory to understand the phenomenon.First,the study aims to reveal the change in teacher noticing and frames before and after professional development;second,it seeks to clarify the influence of cultural factors in these changes.Design/Approach/Methods:Questionnaires were used to collect data on l0 teacher noticing skills and semi-structured interviews were used to explore their views of the factors influencing change.These data were analyzed thematically to identify noticing behaviors,infer frames,and identify sociocultural influences;the Wilcoxon signed-rank test was used to reveal changes in noticing behaviors.Findings:First,teachers demonstrated varying degrees of improvement in three sub-skills of noticing and five teachers demonstrated a shift in framing.Second,the cultural factors influencing these shifts were summarized.OriginalityNalue:This study enriches the literature on teacher noticing and frames by providing a detailed analysis of a lesson study,and it contributes to the theories of teacher noticing and framing.展开更多
This study compares the subject matter appeared on traditional Thai textbooks and Japanese textbooks and analyzes how extension and integration sequence on Japanese textbooks evokes students＇ mathematical creativity....This study compares the subject matter appeared on traditional Thai textbooks and Japanese textbooks and analyzes how extension and integration sequence on Japanese textbooks evokes students＇ mathematical creativity. The data were collected from the series of four lessons in the fifth grade by teaching experiment methodology conducted following the professional development project implemented lesson study and open approach in Thailand. The results show that extension and integration sequence is an appropriate subject matter to generate lesson for problem-solving classroom. The sequence of lesson leads students to excitement, curiosity, confidence and intimacy in mathematics that are powerful effects of mathematical creativity. Students can produce the different and various ways to solve problems that indicate their divergent thinking.展开更多
文摘Teaching mathematics is complex.The changing role of the teacher and the increased demands and expectations placed upon mathematics teachers in the 21st century in South Africa significantly influence the types of knowledge and skills they require in their undergraduate education and professional development.Reflection,as an aspect of metacognitive awareness,enables teachers to think with what they know in learning about teaching and it is therefore an essential characteristic of professional development of mathematics student teachers.Adapted lesson study and literature regarding metacognitive awareness and reflection were implemented in a mathematics didactics course.In this qualitative interpretative case study,the levels of reflections(guided by reflective prompts)and metacognitive awareness in the reflections of one student teacher(Anne)in a mathematics didactics course were collected,analysed,and interpreted(as part of a bigger study).Anne gave evidence in her reflections of her personal insight on her task(teaching),the learners(person)in her classroom,and the teaching-learning strategies(strategies)she had to reflect on the planning,presenting,and evaluating her mathematics lessons.Using adapted lesson study and reflections seems to have facilitated Anne’s metacognitive awareness as well as her professional development as a mathematics teacher.
文摘Being professional teacher is a process of acting and self empowering of teachers collectively and continuously. A teacher is not merely transferring knowledges and subject matters to the students but also internalizing the values; professionalism, knowledge laedership, community empowerment, etc. Partnership, professional development, and learning community are possibly gained by the teachers through lesson study implementasion interconnectedly and mutually. This paper aims at elaborating on the experience of State Junior High School 1 Srandakan Bantul Yogyakarta in implementing lesson study as a break-through to enhance the teachers＇ professional development incorporating the three mechanisms of lesson study. This school has conducted lesson study for about three years. The study resulted that 80 percent of teachers achieve their competence in planning, doing, and reflecting the lesson through observing other teachers performance and being observed interchangeably.
基金supported by the Interdisciplinary Research Foundation for Doctoral Candidates of Beijing Normal University(BNUXKJC2401),awarded to Siyu Zuo.
文摘Purpose:This study investigates how collaborative,lesson study-style professional development improves teacher noticing behaviors in the context of unit-based mathematics teaching in China.We employed framing theory to understand the phenomenon.First,the study aims to reveal the change in teacher noticing and frames before and after professional development;second,it seeks to clarify the influence of cultural factors in these changes.Design/Approach/Methods:Questionnaires were used to collect data on l0 teacher noticing skills and semi-structured interviews were used to explore their views of the factors influencing change.These data were analyzed thematically to identify noticing behaviors,infer frames,and identify sociocultural influences;the Wilcoxon signed-rank test was used to reveal changes in noticing behaviors.Findings:First,teachers demonstrated varying degrees of improvement in three sub-skills of noticing and five teachers demonstrated a shift in framing.Second,the cultural factors influencing these shifts were summarized.OriginalityNalue:This study enriches the literature on teacher noticing and frames by providing a detailed analysis of a lesson study,and it contributes to the theories of teacher noticing and framing.
文摘This study compares the subject matter appeared on traditional Thai textbooks and Japanese textbooks and analyzes how extension and integration sequence on Japanese textbooks evokes students＇ mathematical creativity. The data were collected from the series of four lessons in the fifth grade by teaching experiment methodology conducted following the professional development project implemented lesson study and open approach in Thailand. The results show that extension and integration sequence is an appropriate subject matter to generate lesson for problem-solving classroom. The sequence of lesson leads students to excitement, curiosity, confidence and intimacy in mathematics that are powerful effects of mathematical creativity. Students can produce the different and various ways to solve problems that indicate their divergent thinking.
