Characterizing mathematics teaching research specialists’ mentoring in the context of Chinese lesson study

Gu, Feishi; Gu, Lingyuan

doi:10.1007/s11858-016-0756-1

Cited by 33 publications

(13 citation statements)

References 23 publications

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“…According to Liu [36], this may lead to teachers focusing on assessing the result of learning, namely what basic knowledge and skills students have acquired, instead of assessing how students developed their mathematical thinking during the learning process. Furthermore, studies have revealed that only very limited attention has been paid to improving teachers' assessment practice to get more information about students' learning [37,38].…”

Section: A New Approach To Assessment In Mathematics Education In Chinamentioning

confidence: 99%

Insights Chinese Primary Mathematics Teachers Gained into their Students’ Learning from Using Classroom Assessment Techniques

2019

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In this study, we explored the insights that Chinese primary mathematics teachers gained into their students’ mathematical understanding from using classroom assessment techniques (CATs). CATs are short teacher-initiated targeted assessment activities proximate to the textbook, which teachers can use in their daily practice to make informed instructional decisions. Twenty-five third-grade teachers participated in a two-week program of implementing eight CATs focusing on the multiplication of two-digit numbers, and filled in feedback forms after using the CATs. When their responses described specific information about their students, emphasized the novelty of the gained information, or referred to a fitting instructional adaptation, and these reactions went together with references to the mathematics content of the CATs, the teachers’ responses were considered as evidence of gained insights into their students’ mathematics understanding. This was the case for three-quarters of the teachers, but the number of gained insights differed. Five teachers gained insights from five or more CATs, while 14 teachers did so only from three or fewer CATs, and six teachers showed no clear evidence of new insights at all. Despite the differences in levels of gained insights, all the teachers paid more attention to descriptions of students’ performance than to possible instructional adaptations.

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Section: A New Approach To Assessment In Mathematics Education In Chinamentioning

confidence: 99%

Insights Chinese Primary Mathematics Teachers Gained into their Students’ Learning from Using Classroom Assessment Techniques

2019

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“…Gu and Gu (2016) developed a framework for investigating mentoring strategies (content knowledge, conditional knowledge and practical knowledge) during debriefing and identified the core components of practical knowledge which include setting students' learning goals, designing instructional tasks, formative assessment of students' learning and improving instructional behaviors. An analysis of more than 100 h of debriefing meetings from the framework reveals the characteristics of mentoring by mathematics teaching research specialists.…”

Section: Development Of Knowledgeable Othersmentioning

confidence: 99%

Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective

Huang

Shimizu

2016

ZDM Mathematics Education

117

103

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“…The change environment. Like any other teacher learning models, LS needs support from the outside environment such as the support of school administrators and district leadership (Aas, 2021; Groves et al, 2016; Gu & Gu, 2016); the success of LS can in turn contribute to school culture and even the broader teaching culture of a nation (Hadfield & Jopling, 2016; Hiebert & Stigler, 2017; Warwick et al, 2016). Given that LS is a cultural activity that originated in Japan but spread to other countries, cultural factors play an important role that should be attended to in the change environment.…”

Section: Theoretical Framework Of Teachers’ Professional Growthmentioning

confidence: 99%

A scoping review of mathematics teachers’ learning and professional growth through lesson studies

Ding,

Huang,

Pressimone Beckowski

et al. 2023

Asian Journal for Mathematics Education

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Lesson study (LS), a teacher-oriented, student-focused professional development approach that originated in Asia, has spread globally. However, findings related to the effect of LS on teacher learning and growth have varied widely. This suggests a need to review current research on LS in the field of mathematics education. This paper focuses on mathematics teachers’ learning and professional growth through LS using Clarke and Hollingworth’s interconnected model of professional growth (IMPG) that contains three components: domains of change, mediating mechanisms, and change environment. With regard to domains of change, we found that although previous LS studies—often small scaled, qualitative studies—attended to all domains of change, they have more frequently reported changes in the personal (or collective) domain (e.g., teacher knowledge) but have relatively less frequently reported changes in other domains. In fact, there is a lack of research on systematic changes across domains in the IMPG. Regarding the mediating mechanisms, research has well explored both enactment (planning and teaching) and reflection (debriefing). For enactment, the planning process is less appreciated, and there is an inconsistent understanding of the role of the knowledgeable others. For reflection, there is a lack of focus on student thinking and constructive feedback during this process. Finally, research has suggested that LS has received support from the change environment but that tensions (e.g., time limits) have remained. These challenges call for systemic support and cross-cultural collaborations to develop sustainable and large-scale LS. We suggest future directions for continued research and practice.

show abstract

Characterizing mathematics teaching research specialists’ mentoring in the context of Chinese lesson study

Cited by 33 publications

References 23 publications

Insights Chinese Primary Mathematics Teachers Gained into their Students’ Learning from Using Classroom Assessment Techniques

Insights Chinese Primary Mathematics Teachers Gained into their Students’ Learning from Using Classroom Assessment Techniques

Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective

A scoping review of mathematics teachers’ learning and professional growth through lesson studies

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