Examining teachers’ understanding of the mathematical learning progression through vertical articulation during Lesson Study

Suh, Jennifer M.; Seshaiyer, Padmanabhan

doi:10.1007/s10857-014-9282-7

Cited by 32 publications

(24 citation statements)

References 16 publications

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“…Several studies revealed teachers' development of their competence (including knowledge, skills, beliefs, self-efficacy, and disposition) (Björk and Petttersson 2015;Cajkler et al 2014;Huang et al 2011Han and Paine 2010;Lewis et al 2009;Murata et al 2012;Suh and Seshaiyer 2015). With the evidence from various data resources including teacher interviews and teachers' collaborative talk, researchers documented teachers' changes in their mathematics knowledge and skills (e.g., Björk and Pettersson 2015;Dudley 2013;Fernandez 2005;Hunter and Back 2011;Lewis and Perry 2014;Moss et al 2015;Shu and Seshaiyer 2015), pedagogical knowledge (e.g., Cajkler et al 2014;Han and Paine 2010;Lewis et al 2009;, understanding of student learning (e.g., Bocala 2015; Lewis et al 2009;Murata et al 2012), and pedagogical content knowledge (e.g., Dudley 2013; Lewis et al 2009;Shuilleabhain 2015).…”

Section: Teacher Learning Through Lsmentioning

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

118

103

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Section: Teacher Learning Through Lsmentioning

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

118

103

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“…Phase 3 of analysis demonstrated that as teachers' participation in lesson study continued, they not only sequenced content for instruction within a research lesson, but also began to sequence content for instruction across a series of lessons (Suh, 2015). This additional aspect of sequencing was therefore incorporated as a modified feature of KCT.…”

Section: Phasementioning

confidence: 99%

“…This was an important learning event for these teachers in structuring a sequence of student learning over a series of lessons (Suh, 2015). This learning event was also important since teachers realised that the content they taught did not have to be strictly guided or sequenced by the textbook (which introduced all applications of the theorem at once), but rather they could decide to return and develop the content at a later point in students' learning.…”

Section: Developing Kcs and Kct: Qualitative Excerptsmentioning

confidence: 99%

Developing mathematics teachers’ pedagogical content knowledge in lesson study

Shúilleabháin

2016

International Journal for Lesson and Learning Studies

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Purpose: This study investigates the development of mathematics teachers' pedagogical content knowledge (PCK) over successive cycles of lesson study. Utilising the framework of Mathematical Knowledge for Teaching (MKT) (Ball, Thames and Phelps, 2008), this research classifies features of PCK as utilised by post-primary mathematics teachers in their planning and reflection conversations in lesson study. The development of these features of PCK is then traced over successive cycles.Design/methodology/approach: Twelve teachers in two Irish post-primary schools participated in this research. Over the course of one academic year, these two groups of teachers completed a number of cycles of lesson study and qualitative data was generated through audio recordings of all lesson study meetings and through individual interviews with participants. Findings: Analysis of teacher dialogue reveals distinct features of Knowledge of Content and Students (KCS) and Knowledge of Content and Teaching (KCT)incorporated by these teachers in their planning and reflection conversations, providing empirical evidence of MKT in lesson study. The occurrence of these features of KCS and KCT in lesson study conversations increased over successive cycles, demonstrating teacher learning.Originality: This research contributes to the literature in expanding the theoretical underpinnings of teacher learning in lesson study. It also provides further empirical evidence of Mathematical Knowledge for Teaching in teacher practice, specifically related to post-primary mathematics teachers.

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“…El pensamiento vertical es aquel comprendido como la capacidad para aplicar habilidades desde la información escrita, genera análisis basados en los significados literales del texto, lo provoca en el sujeto el uso de información sin relacionarla: conocida como la capacidad de utilizar información cerrada y convencional (Budiarto et al, 2017;Butto Zarzar y Delgado, 2019;Caviedes-Barrera et al, 2019;Sosa Moguel et al, 2020;Suh y Seshaiyer, 2015), sobre todo, en la búsqueda de soluciones. Shulman (1986en Caviedes-Barrera et al, 2019 permite aducir que este tipo de conocimiento se sitúa en una condición de conocimiento del contenido (Subject Matter Content Knowledge, SMCK), por cuanto es el nivel que implicaría menor recarga en la memoria operativa y en el trabajo de las funciones cognitivas relacionales (comprensión e interpretación textual).…”

Section: Problemática Del Estudiounclassified

Provocación por desafíos: Experiencia optimizadora del abordaje de tareas matemáticas con alta demanda cognitiva

Cruz

Alvarez

Córdova

2020

Rev. Electr. Educare

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Las tareas matemáticas de alta demanda cognitiva implican ejercer habilidades para analizar, inferir, relacionar y reflexionar sobre la información aritmética, geométrica y estadística. En su desarrollo, el compromiso del estudiantado es crucial para superar situaciones cada vez más complejas en el proceso de aprendizaje del sistema escolar peruano. Estas variables son de vital importancia, debido a que el estudiantado necesita evitar influencias negativas que provoquen el fracaso o la deserción académica, por lo que es valioso vivir experiencias de mejora motivacional de su conducta matemática para llegar al éxito permanente en esta área. En esta propuesta, el objetivo fue comprobar, con base en la teoría de Flow (fluencia), si los efectos de una experiencia de provocación por desafíos optimizaban el abordaje de tareas matemáticas con determinada demanda cognitiva. El diseño fue de tipo cuantitativo preexperimental. Se incluyó una muestra de 76 estudiantes. El instrumento fue la prueba de problemas aritméticos con demanda cognitiva múltiple. Los resultados permitieron concluir que el programa estimuló la solución de tareas memorísticas y problemas con información no conectiva, pero su efecto fue menor y más lento en el abordaje de tareas de alta demanda cognitiva. El estudio contribuyó a comprobar las bondades del andamiaje basado en estrategias de fluencia (Flow), de acuerdo con los desafíos y retos que estimulan la independencia cognitiva del estudiantado que aprende a abordar tareas cognitivas, en concordancia con la experticia y compromiso obtenidos mediante la interacción con el personal docente o mediador.

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Examining teachers’ understanding of the mathematical learning progression through vertical articulation during Lesson Study

Cited by 32 publications

References 16 publications

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

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

Developing mathematics teachers’ pedagogical content knowledge in lesson study

Provocación por desafíos: Experiencia optimizadora del abordaje de tareas matemáticas con alta demanda cognitiva

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