Lesson Study with Preservice Teachers

2008 ◽  
Vol 102 (3) ◽  
pp. 186-191
Author(s):  
Mary T. McMahon ◽  
Ellen Hines
Keyword(s):  
Preservice Teachers ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Secondary Mathematics ◽  
Time Constraints ◽  
Collaborative Reflection ◽  
Secondary Mathematics Teachers ◽  
Preservice Teaching ◽  
Study Experience

The value of collaboration and reflection with peers to improving instructional practices is well known (e.g., Lieberman 1992; Little 1982; Little and McLaughlin 1993; Romberg 1988). However, practicing mathematics teachers are often challenged to find time in their busy schedules to collaborate with peers. Recently, during the implementation of a lesson study experience with a small group of preservice secondary mathematics teachers, we observed firsthand how lesson study could be used to encourage collaborative reflection among preservice teaching peers and how it potentially could be used to support ongoing professional development of in-service teachers while respecting their time constraints.

(Toward) Developing a Common Language for Describing Instructional Practices of Responding: A Teacher-Generated Framework

2016 ◽  
Vol 4 (2) ◽  
pp. 126-144 ◽  
Author(s):  
Amanda Milewski ◽  
Sharon Strickland
Keyword(s):  
Instructional Practices ◽  
Mathematics Teachers ◽  
Instructional Practice ◽  
Collaborative Work ◽  
Secondary Mathematics ◽  
Analytical Framework ◽  
Analytical Tool ◽  
Common Language ◽  
Mathematical Ideas ◽  
Secondary Mathematics Teachers

In this article we examine an analytical framework generated by secondary mathematics teachers for tracking changes to their own instructional practices across time. We describe the journey of this group of teachers through professional development focused on improving instructional practice. In the midst of that experience, teachers struggled to find an analytical tool to examine one another's practices of responding to students' mathematical ideas and ultimately overcame this problem by considering the practitioner literature and their own experiences. We also describe how we adapted the framework to investigate its use for detecting shifts in teachers' practices, sharing findings obtained from its use. Lastly, we argue for this type of collaborative work with teachers as a means to develop common language for instructional practice.

Improving Preservice Secondary Mathematics Teachers' Capability With Generic Example Proofs

2014 ◽  
Vol 2 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Shiv Karunakaran ◽  
Ben Freeburn ◽  
Nursen Konuk ◽  
Fran Arbaugh
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Policy Documents ◽  
Secondary Mathematics Teachers ◽  
Narrow Focus ◽  
Preservice Mathematics Teachers

Preservice mathematics teachers are entrusted with developing their future students' interest in and ability to do mathematics effectively. Various policy documents place an importance on being able to reason about and prove mathematical claims. However, it is not enough for these preservice teachers, and their future students, to have a narrow focus on only one type of proof (demonstration proof), as opposed to other forms of proof, such as generic example proofs or pictorial proofs. This article examines the effectiveness of a course on reasoning and proving on preservice teachers' awareness of and abilities to recognize and construct generic example proofs. The findings support assertions that such a course can and does change preservice teachers' capability with generic example proofs.

scholarly journals Exploring the influence of pre-service mathematics teachers’ professed beliefs on their practices in the Sri Lankan context

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Gayanthi Malika Wadanambi ◽  
Frederick K. S. Leung
Keyword(s):  
Teacher Beliefs ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Classroom Teaching ◽  
Sri Lankan ◽  
Educational Context ◽  
Secondary Mathematics Teachers

Research on impact of teacher beliefs on their practices has been recognized as one of the important aspects in the discipline of mathematics education. This study reports the results of a case study that gives an insight about the influence of professed beliefs of pre-service secondary mathematics teachers on their instructional practices in the Sri Lankan context. The pre-service teachers’ professed beliefs were examined by using a questionnaire of six-point Likert scale items. Data on instructional practices were collected through classroom teaching observations and follow-up post-lesson interviews. Qualitative analysis of the audio-taped classroom teaching observation transcripts was performed, using a list of sensitizing concepts that reflected flexible and rigid beliefs aspects. The results reveal that professed beliefs encouraged them to adopt flexible practices, but to differing extents due to the influence of social expectations and contextual demands embedded within this educational context

Conceptualizing Belief Structures of Preservice Secondary Mathematics Teachers

1998 ◽  
Vol 29 (3) ◽  
pp. 306-333 ◽  
Author(s):  
Thomas J. Cooney ◽  
Barry E. Shealy ◽  
Bridget Arvold
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Mathematics Education ◽  
Student Teaching ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Significant Others ◽  
Secondary Mathematics Teachers ◽  
Belief Structures ◽  
Teachers Beliefs

This is a study of the beliefs and belief structures of 4 preservice secondary mathematics teachers as they progressed through a 4-quarter sequence in mathematics education including student teaching. We considered the notions of centrally and peripherally held beliefs and whether beliefs were held dualistically or contextually. The various ways in which the teachers structured their beliefs helped account for the fact that some beliefs were permeable whereas others were not. The nature of the evidence supporting the teachers' beliefs was considered particularly as that evidence related to the voices of significant others or to what the individuals valued. A scheme for conceptualizing the professional development of preservice teachers is posited.

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