High school mathematics teachers' changes in beliefs and knowledge during lesson study

Nguyen, Duyen Thi; Trần, Dũng

doi:10.1007/s10857-022-09547-2

Cited by 13 publications

(14 citation statements)

References 40 publications

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“…Second, those LS studies that reported positive changes primarily emphasized the effects of LS on teachers’ changes in the personal/collective domain such as increased professional knowledge and more positive teaching attitudes and beliefs (e.g., Akiba et al, 2019; Corey et al, 2021; Leavy & Hourigan, 2016; Nguyen & Tran, 2022; Vermunt et al, 2019). However, there is little evidence that LS made a difference in the practice domain by shaping pedagogy or the external domain by influencing schools’ professional learning cultures and structures (Akiba & Wilkinson, 2016; Seleznyov, 2019; Willems & Van den Bossche, 2019).…”

Section: Resultsmentioning

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.

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Section: Resultsmentioning

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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show abstract

“…The study highlighted that curriculum materials serve as a starting point for planning. In contrast, Nguyen and Tran (2022) found that teachers in their study play a role of curriculum makers as they develop more agency when planning learning for their students. In addition, when reflecting on their philosophy about important mathematics for their students, they consider the curriculum as only part of the resources that they need to draw on.…”

Section: Mathematics Teacher Planningmentioning

confidence: 88%

“…Teacher planning has shaped students' opportunities to learn (Amador & Lamberg, 2013) as evident when they choose educational tasks to address key ideas in learning. Also, this process is shaped by teachers' beliefs and understandings of mathematics teaching and learning (Drake & Sherin, 2006;Nguyen & Tran, 2022) and school context dependent (Superfine, 2008). For example, in the USA, teachers associate teacher guides with curriculum in planning, referred to as curriculum implementers (Superfine, 2008).…”

Section: Mathematics Teacher Planningmentioning

confidence: 99%

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Impacts of the COVID-19 Pandemic on Teaching and Learning Social Studies: A Literature Review

Al-Nofli¹

2023

IJLTER

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The unprecedented circumstances surrounding the COVID-19 crisis have affected K-12 education systems in most countries around the world. It is widely recognized that this crisis has presented opportunities and challenges for various school subjects. The purpose of this study was to examine the impacts of the COVID-19 pandemic on teaching and learning social studies. The study reviewed the content of 53 articles on K-12 social studies and its associated subjects (e.g., geography, history, and civic education) published between January 2020 and July 2022. Overall, the research findings indicated that COVID-19 prompted social studies teachers and educators to prioritize important content areas in the social studies curriculum (e.g., health education, human-rights education, digital citizenship, and children’s everyday geographies), integrate a wide range of technologies, and implement innovative teaching practices. In spite of these opportunities, there were some common challenges that raised concern across international contexts, including pedagogical challenges, accessibility and connectivity challenges, administrative challenges, and insufficient professional development for teachers. The study recognized the need for more research on social studies, particularly in the area of learning loss.

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“…A significant feature is that LS occurs within the school environment, where teachers play a central role, and is based on teachers and researchers collaboration. LS creates a context for teachers' collective reflection and develops the sense of confidence that is central to teachers' professional development (Nguyen & Tran, 2022;Pang, 2016). In February 2020, the ICMI Study 25 Conference focused on Teachers of Mathematics working and learning in collaborative groups, and LS was very present in the presented research works (both in one plenary lecture and in 14 out of 80 accepted papers cited "Lesson Study" in the title, e.g.…”

Section: Introductionmentioning

confidence: 99%

Culturally crafted Lesson Study to improve teachers' professional development in mathematics: a case study in Italian secondary school

Adesso¹,

Manolino²,

Minisola³

et al. 2023

J Math Teacher Educ

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This paper describes a Lesson Study in which in-service mathematics secondary-school teachers, collaborating with researchers, involve grade 10 students in tessellation problems. The data are collected by an experiment carried out in the context of the “Liceo Matematico” project, with three volunteer teachers. The experiment goal was to craft a collaborative design of the research lesson between teachers and researchers. The research aim of the paper is to examine the use of Lesson Study in the institutional and cultural context of Italian secondary school with the use of Cultural Transposition as a theoretical framework. The research is qualitative with idiographic aims, based on video research. The educational aim of the research is to provide a solid basis for a revamped in-service teacher education first in the context of the project, then in curricular context. Semiotic mediation is used to provide, within Lesson Study, the conceptual framework for teachers and researchers collaborative design of the research lesson. The results show that Lesson Study, as a foreign practice, is an opportunity for teachers to confront their teaching practices, to enrich their professional development, resulting in more awareness on their didactical action in and outside the classroom.

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High school mathematics teachers' changes in beliefs and knowledge during lesson study

Cited by 13 publications

References 40 publications

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

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

Impacts of the COVID-19 Pandemic on Teaching and Learning Social Studies: A Literature Review

Culturally crafted Lesson Study to improve teachers' professional development in mathematics: a case study in Italian secondary school

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