Networking: Theory and Teaching Practice Using Lesson Study: (a.k.a. Sensible mathematics: searching for characteristics using lesson study)

Nellie Verhoef, Daan van Smaalen, Fer Coenders

    Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

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    Abstract

    This paper describes the search of six Dutch teachers for characteristics of sensible mathematics. The mathematics teachers investigated their theoretically founded classroom practices using lesson study. Two successive research lessons about the introduction of the derivative were jointly planned, implemented, and live observed. The teachers revised and re-teached the research lessons based on collaborative discussions at school and reflections at the university. The results of the study show that making sense of the derivative starts with encouraging students to communicate intuitively using own words. This is followed by the development of visualizations (icons) and finally results in the use of numbers (symbols): operations with numbers and reasoning about operations with numbers
    Original languageEnglish
    Title of host publicationCERME 8
    Subtitle of host publicationProceedings of the Eighth Congress of the European Society for Research in Mathematics Education
    EditorsBehiye Ubuz, Çiğdem Haser, Maria Alessandra Mariotti
    PublisherEuropean Society for Research in Mathematics Education
    Pages2880-2889
    Publication statusPublished - 6 Feb 2013
    Event8th Congress of European Research in Mathematics Education, CERME 2013 - Manavgat-Side, Antalya, Turkey
    Duration: 6 Feb 201310 Feb 2013
    Conference number: 8

    Conference

    Conference8th Congress of European Research in Mathematics Education, CERME 2013
    Abbreviated titleCERME
    CountryTurkey
    CityManavgat-Side, Antalya
    Period6/02/1310/02/13

    Fingerprint

    theory-practice
    teaching practice
    networking
    mathematics
    teacher
    visualization
    symbol
    classroom
    university
    school
    student

    Keywords

    • IR-89561
    • METIS-299317

    Cite this

    Verhoef, N., van Smaalen, D., & Coenders, F. (2013). Networking: Theory and Teaching Practice Using Lesson Study: (a.k.a. Sensible mathematics: searching for characteristics using lesson study). In B. Ubuz, Ç. Haser, & M. A. Mariotti (Eds.), CERME 8: Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (pp. 2880-2889). European Society for Research in Mathematics Education.
    Verhoef, Nellie ; van Smaalen, Daan ; Coenders, Fer. / Networking: Theory and Teaching Practice Using Lesson Study : (a.k.a. Sensible mathematics: searching for characteristics using lesson study). CERME 8: Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education. editor / Behiye Ubuz ; Çiğdem Haser ; Maria Alessandra Mariotti. European Society for Research in Mathematics Education, 2013. pp. 2880-2889
    @inproceedings{cdbcbc591c404a0aba99ec4e40b51890,
    title = "Networking: Theory and Teaching Practice Using Lesson Study: (a.k.a. Sensible mathematics: searching for characteristics using lesson study)",
    abstract = "This paper describes the search of six Dutch teachers for characteristics of sensible mathematics. The mathematics teachers investigated their theoretically founded classroom practices using lesson study. Two successive research lessons about the introduction of the derivative were jointly planned, implemented, and live observed. The teachers revised and re-teached the research lessons based on collaborative discussions at school and reflections at the university. The results of the study show that making sense of the derivative starts with encouraging students to communicate intuitively using own words. This is followed by the development of visualizations (icons) and finally results in the use of numbers (symbols): operations with numbers and reasoning about operations with numbers",
    keywords = "IR-89561, METIS-299317",
    author = "Nellie Verhoef and {van Smaalen}, Daan and Fer Coenders",
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    pages = "2880--2889",
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    Verhoef, N, van Smaalen, D & Coenders, F 2013, Networking: Theory and Teaching Practice Using Lesson Study: (a.k.a. Sensible mathematics: searching for characteristics using lesson study). in B Ubuz, Ç Haser & MA Mariotti (eds), CERME 8: Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education, pp. 2880-2889, 8th Congress of European Research in Mathematics Education, CERME 2013, Manavgat-Side, Antalya, Turkey, 6/02/13.

    Networking: Theory and Teaching Practice Using Lesson Study : (a.k.a. Sensible mathematics: searching for characteristics using lesson study). / Verhoef, Nellie; van Smaalen, Daan; Coenders, Fer.

    CERME 8: Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education. ed. / Behiye Ubuz; Çiğdem Haser; Maria Alessandra Mariotti. European Society for Research in Mathematics Education, 2013. p. 2880-2889.

    Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

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    N2 - This paper describes the search of six Dutch teachers for characteristics of sensible mathematics. The mathematics teachers investigated their theoretically founded classroom practices using lesson study. Two successive research lessons about the introduction of the derivative were jointly planned, implemented, and live observed. The teachers revised and re-teached the research lessons based on collaborative discussions at school and reflections at the university. The results of the study show that making sense of the derivative starts with encouraging students to communicate intuitively using own words. This is followed by the development of visualizations (icons) and finally results in the use of numbers (symbols): operations with numbers and reasoning about operations with numbers

    AB - This paper describes the search of six Dutch teachers for characteristics of sensible mathematics. The mathematics teachers investigated their theoretically founded classroom practices using lesson study. Two successive research lessons about the introduction of the derivative were jointly planned, implemented, and live observed. The teachers revised and re-teached the research lessons based on collaborative discussions at school and reflections at the university. The results of the study show that making sense of the derivative starts with encouraging students to communicate intuitively using own words. This is followed by the development of visualizations (icons) and finally results in the use of numbers (symbols): operations with numbers and reasoning about operations with numbers

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    Verhoef N, van Smaalen D, Coenders F. Networking: Theory and Teaching Practice Using Lesson Study: (a.k.a. Sensible mathematics: searching for characteristics using lesson study). In Ubuz B, Haser Ç, Mariotti MA, editors, CERME 8: Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. 2013. p. 2880-2889