Abstract
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education |
| Place of Publication | Ankara |
| Pages | 287-304 |
| Publication status | Published - 2011 |
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Keywords
- IR-80245
- METIS-279918
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Lesson Study: The effect on teachers' professional development. / Verhoef, Neeltje Cornelia; Tall, David O.
Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education. Ankara, 2011. p. 287-304.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic
TY - GEN
T1 - Lesson Study: The effect on teachers' professional development
AU - Verhoef, Neeltje Cornelia
AU - Tall, David O.
PY - 2011
Y1 - 2011
N2 - This study combines elements of the Japanese Lesson Study approach and teachers’ professional development. An explorative research design is conducted with three upper level high school teachers in the light of educational design research, whereby design activities will be cyclically evaluated. The Lesson Study team observed and evaluated two different research lesson cycles. The first one focused on the concept of the derivative. The second one deepened teachers’ pilot experiences with regard to another mathematical concept. The Lesson Study revealed students’ misconceptions with regard to the tangent line. Results of teachers’ professional development are used to refine the Lesson Study observation instruments
AB - This study combines elements of the Japanese Lesson Study approach and teachers’ professional development. An explorative research design is conducted with three upper level high school teachers in the light of educational design research, whereby design activities will be cyclically evaluated. The Lesson Study team observed and evaluated two different research lesson cycles. The first one focused on the concept of the derivative. The second one deepened teachers’ pilot experiences with regard to another mathematical concept. The Lesson Study revealed students’ misconceptions with regard to the tangent line. Results of teachers’ professional development are used to refine the Lesson Study observation instruments
KW - IR-80245
KW - METIS-279918
M3 - Conference contribution
SP - 287
EP - 304
BT - Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education
CY - Ankara
ER -