The complexities of a lesson study in a Dutch situation: mathematics teacher learning

Neeltje Cornelia Verhoef, Ferdinand G.M. Coenders, Daan van Smaalen, David Tall

    Research output: Contribution to journalArticleAcademicpeer-review

    8 Citations (Scopus)

    Abstract

    This study combines the Japanese lesson study approach and mathematics teachers’ professional development. The first year of a 4-year project in which 3 Dutch secondary school teachers worked cooperatively on introducing making sense of the calculus is reported. The analysis focusses on instrumental and relational student understanding of mathematical concepts and the transition between the conceptual embodiment and the operational symbolism of the calculus. This paper reports on 2 cycles of lesson studies that took place in the first project year, the first cycle focussing on the notion of the derivative (introduced for polynomials) and the second on trigonometry (as the concepts shift from ratios in a right-angled triangle to functions in the calculus). The lesson study cycles resulted in changes in the teachers’ educational goals and instructional strategies in relation to student understanding. However, the teachers’ desire to be good teachers, their perceived need to prepare students for standard examinations and their reluctance to use computers impeded their progress in developing a lesson study approach. The introduction of a Japanese lesson study approach into a Dutch context merits further reflection in the later years of the project
    Original languageEnglish
    Pages (from-to)859-881
    Number of pages23
    JournalInternational journal of science and mathematics education
    Volume12
    Issue number4
    DOIs
    Publication statusPublished - 1 Oct 2013

    Fingerprint

    Calculus
    mathematics
    Cycle
    teacher
    Right-angled triangle
    Trigonometry
    learning
    Professional Development
    Embodiment
    secondary school teacher
    student
    symbolism
    Derivative
    Polynomial
    examination
    Learning
    Concepts
    Education
    Strategy
    Standards

    Keywords

    • METIS-298604
    • IR-87748

    Cite this

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    abstract = "This study combines the Japanese lesson study approach and mathematics teachers’ professional development. The first year of a 4-year project in which 3 Dutch secondary school teachers worked cooperatively on introducing making sense of the calculus is reported. The analysis focusses on instrumental and relational student understanding of mathematical concepts and the transition between the conceptual embodiment and the operational symbolism of the calculus. This paper reports on 2 cycles of lesson studies that took place in the first project year, the first cycle focussing on the notion of the derivative (introduced for polynomials) and the second on trigonometry (as the concepts shift from ratios in a right-angled triangle to functions in the calculus). The lesson study cycles resulted in changes in the teachers’ educational goals and instructional strategies in relation to student understanding. However, the teachers’ desire to be good teachers, their perceived need to prepare students for standard examinations and their reluctance to use computers impeded their progress in developing a lesson study approach. The introduction of a Japanese lesson study approach into a Dutch context merits further reflection in the later years of the project",
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    The complexities of a lesson study in a Dutch situation: mathematics teacher learning. / Verhoef, Neeltje Cornelia; Coenders, Ferdinand G.M.; van Smaalen, Daan; Tall, David.

    In: International journal of science and mathematics education, Vol. 12, No. 4, 01.10.2013, p. 859-881.

    Research output: Contribution to journalArticleAcademicpeer-review

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