The learning teacher in a collaborative lesson study team within the context of mathematics

Sui Lin Goei, Neeltje Cornelia Verhoef

Research output: Contribution to conferencePaperAcademicpeer-review

Abstract

This paper summarises results of two studies on teachers’ learning when participating in a collaborative Lesson Study team within the context of mathematics teaching. In study one, Lesson Study was used in the classic way of preparing, designing, executing and reflecting on the research lesson. Teachers wondered about the counting problems of their students and focused within the design of lessons on students’ reasoning. In study 2 participating teachers wanted to know how they could instruct algebraic equations to their students in such a way that the instruction meets the educational needs of the students. Within this Lesson Study cycle we used the concept of case pupils was used as the focus of lesson planning. In study 1 data were gathered using learner reports. In study 2 lesson plans were gathered and analysed and interviews with the teachers were conducted. The findings suggest beneficial outcomes for teachers. Lesson Study is an excellent model for constructing pedagogical content knowledge and improving teaching as the teacher becomes more knowledgeable about how the student learns and thinks and how instruction affects the student’s learning in the process of teaching as well as knowledge of the subject matter.
Original languageEnglish
Publication statusPublished - 25 Aug 2015
Event16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015: Towards a reflective society: synergies between learning, teaching and research - Limassol, Cyprus
Duration: 25 Aug 201529 Aug 2015
Conference number: 16

Conference

Conference16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015
Abbreviated titleEARLI
CountryCyprus
CityLimassol
Period25/08/1529/08/15

Fingerprint

mathematics
teacher
learning
student
instruction
process of teaching
Teaching
know how
pupil
planning
interview

Keywords

  • IR-97899
  • METIS-312814

Cite this

Goei, S. L., & Verhoef, N. C. (2015). The learning teacher in a collaborative lesson study team within the context of mathematics. Paper presented at 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015, Limassol, Cyprus.
Goei, Sui Lin ; Verhoef, Neeltje Cornelia. / The learning teacher in a collaborative lesson study team within the context of mathematics. Paper presented at 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015, Limassol, Cyprus.
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Goei, SL & Verhoef, NC 2015, 'The learning teacher in a collaborative lesson study team within the context of mathematics' Paper presented at 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015, Limassol, Cyprus, 25/08/15 - 29/08/15, .

The learning teacher in a collaborative lesson study team within the context of mathematics. / Goei, Sui Lin; Verhoef, Neeltje Cornelia.

2015. Paper presented at 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015, Limassol, Cyprus.

Research output: Contribution to conferencePaperAcademicpeer-review

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AB - This paper summarises results of two studies on teachers’ learning when participating in a collaborative Lesson Study team within the context of mathematics teaching. In study one, Lesson Study was used in the classic way of preparing, designing, executing and reflecting on the research lesson. Teachers wondered about the counting problems of their students and focused within the design of lessons on students’ reasoning. In study 2 participating teachers wanted to know how they could instruct algebraic equations to their students in such a way that the instruction meets the educational needs of the students. Within this Lesson Study cycle we used the concept of case pupils was used as the focus of lesson planning. In study 1 data were gathered using learner reports. In study 2 lesson plans were gathered and analysed and interviews with the teachers were conducted. The findings suggest beneficial outcomes for teachers. Lesson Study is an excellent model for constructing pedagogical content knowledge and improving teaching as the teacher becomes more knowledgeable about how the student learns and thinks and how instruction affects the student’s learning in the process of teaching as well as knowledge of the subject matter.

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Goei SL, Verhoef NC. The learning teacher in a collaborative lesson study team within the context of mathematics. 2015. Paper presented at 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015, Limassol, Cyprus.