Project Maths was thus designed to change not just what students learn about mathematics, but how they learn and how they are assessed Jeffes et al. Junior Certificate Mathematics Syllabus: Shulman, and classroom practices are described drawing upon examples from the research data within a frame of developing a problem solving approach. Review of Research in Education, 24, International Journal for Lesson and Learning Studies, 1 1 ,
Initial communication with a number of schools and mathematics teachers resulted in the participation of two schools with 11 mathematics teachers volunteering to take part in the research. Teacher meetings over numerous lesson study cycles were recorded and each of the 11 participating teachers was interviewed on three separate occasions during the academic year. A Review of the Literature. Relational Understanding and Instrumental Understanding. Knowledge Growth in Teaching. Supplementary artefacts such as teacher notes, lesson plans, and samples of student work from research lessons also complemented the core qualitative data as the communities engaged in the task of lesson study Catherine Lewis et al. Michael and Dorrie particularly focused on students who were thought to have a lesser ability in mathematics and were consistent in airing their points of view.
With the winding down of these supports as Ni Shuilleabhain, A.
Why does this relate to our lives? Ideas for Establishing Lesson-Study Communities.
Martin, a veteran classroom teacher who reported in his interviews that he embraced the Project Maths philosophy encouraging more communication within the class, was reticent about employing group work in his classroom. Teaching and Teacher Education, 24 1 How to Solve It: Teaching and Teacher Education, 26 3 Eileen Yeah I probably would ask myself a bit more like how would they react to this or what questions will they have, like pre-empt their questions or pre-empt their confusion.
Data was generated during one academic year on both school sites during teacher meetings, teacher interviews and lessons conducted as part of lesson study Murata et al.
Literacy and Numeracy for Learning and Life: International Journal for Lesson and Learning Studies, 1 1 A Guide to Design and Implementation. Included sample extracts and quotations from participating teachers should be seen as illustrative rather poblem comprehensive. Dave reflected that becoming a facilitator of learning takes a lot more time than the traditional approach of speaking to the whole class and it frustrated him.
Lesson Study nccca practice: Eileen, in her third year of teaching, responded to this question on student thinking in her final interview: Lesson study and Project Maths: Mathematical Thinking and Learning, 10 4 It is going to look like a line though unfortunately.
Teachers were also more willing to ask their colleagues for assistance if they felt unsure of a certain aspect of their teaching. Challenges to Importing Japanese Lesson Study: Primary Mathematics Teacher Education: In this research, Eileen describes how her approach to teaching a topic has changed from one where she readily gave the answer to students, to one where she is challenging the students to do more while she acts as a facilitator of their questions.
Dave And then move on… you have got further, maybe you have lost three quarters of the class… Fiona I would say they all have that sussed now, I do… Judy Yeah, they do. Educational Researcher, 15 2 Such teaching and learning approaches have developed, it can be argued, in order to solvinf the necessary grades in the final post-primary examinations.
In the third phase of analysis, each of the research meetings transcripts were again carefully read and now coded. Teachers continued with this approach in going from the concrete to sopving abstract in their second research meeting which experimented with using the concrete resource of Algebra Tiles in attempting to factorise a quadratic expression. This curriculum places greater emphasis on problem solving, on an investigative approach for students, and on students developing skills in communicating their mathematics.
A review of traditional patterns and an exploration of future practices.
Problem-solving in Maths
Lisa a third go down on Monday, what fraction of the whole class goes down on Monday? However, towards the end of the year, teachers at Doone noted that as they were becoming more assured in their lesson study activities the more experienced teachers not involved in the research were becoming more interested in their informal conversations and teaching practices.
Data and Findings Analysis began by listening to the interviews of each of the participants in real-time, in order to identify important themes highlighted by the participants and to log their self-reported changes to their practices.
This creation and modification of resources within lesson study afforded teachers opportunities to deeply engage with structuring and scaffolding contextualised questions and activities for learners directly within the Project Maths curriculum.
Problem-solving in Maths
It is my belief that the construction of these questions caused teachers to think more deeply about their mathematical content. What is it, and how can we use this metaphor for teacher professional development?
Relationships of Knowledge and Practice: