Learning to teach high school mathematics: Patterns of growth in understanding right triangle trigonometry during lesson plan study

Cavey, Laurie O.; Berenson, Sarah B.

doi:10.1016/j.jmathb.2005.03.001

Cited by 39 publications

(26 citation statements)

References 19 publications

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“…The review also revealed that Pedagogical Content Knowledge was used as a theoretical construct in four of the papers (Cavey and Berenson, 2005;Leavy 2010;Fernandez, 2010;Bjuland and Mosvold, 2015), particularly where their research was discussed in relation to a collaborative context. Other theoretical frameworks included: reflective practice (e.g.…”

Section: How Studies Report On Learningmentioning

confidence: 99%

A literature review of lesson study in initial teacher education

Larssen

Cajkler

Mosvold

et al. 2018

IJLLS

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Abstract• Purpose -A structured review of literature on Lesson Study (LS) in initial teacher education (ITE) was conducted. The focus was on how learning and observation were discussed in studies of LS in ITE.• Design -Each national team (in Norway and England) undertook independent searches of published peer-reviewed articles. The resulting articles were then combined, screened and collaboratively reviewed, the focus being on two areas of enquiry: 1) How learning is represented and discussed;2) The extent to which observation is described and used to capture evidence of learning.• Findings -The literature review indicated that there was no universally held understanding of, or explanation for, the process of observation, how it should be conducted, and who or what should be the principal focus of attention. There was also a lack of clarity in the definition of learning and the use of learning theory to support these observations.• Research limitations -This study was limited to a review of a selection of peerreviewed journal articles, published in English. It arrives at some tentative conclusions, but its scope could have been broadened to include more articles and other types of published material e.g. theses and book chapters.• Practical implications -Research that investigates the use of LS in ITE needs to be more explicit about how learning is defined and observed. Furthermore, LS research papers need to assure greater clarity and transparency about how observations are conducted in their studies. 2• Originality/Value -This literature review suggests that discussion of both learning and observation in ITE lesson study research papers should be strengthened. The review highlights three principal challenges that ITE LS researchers should consider: a) how to prepare student-teachers to observe (professional noticing being a promising option), b) the wide variation in the focus of classroom observation in ITE lesson studies c) discussion of what is understood by learning needs to stand at the heart of preparation for lesson studies in ITE.

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Section: How Studies Report On Learningmentioning

confidence: 99%

A literature review of lesson study in initial teacher education

Larssen

Cajkler

Mosvold

et al. 2018

IJLLS

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show abstract

“…As we analyze episodes from the first of a series of lessons, we attempt to identify those mathematical understandings that the teacher might draw on to support her students' understanding of slope. Following Cavey and Berenson (2005), we refer to these understandings as mathematics teaching understanding (cf. Bass, 2005).…”

Section: Introductionmentioning

confidence: 99%

Investigating Teachers' Mathematics Teaching Understanding: A Case for Coordinating Perspectives

2006

Self Cite

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This paper provides a microanalysis of one Algebra I teacher's instruction to explore the advantages that are afforded us by coordinating two perspectives to document and account for the teacher's mathematical understandings. We use constructs associated with Stein, Grover and Henningsen's domain of mathematical didactics and Realistic Mathematics Education's instructional design theory to infer what the teacher might understand to effectively implement her instructional goals and, more importantly, support student learning. By coordinating these perspectives, we developed a working framework for analyzing the teacher's classroom practice retrospectively. For example, we illustrate how the mathematical possibilities related to one student's question might inform the teacher's decisions as she initiates shifts in students' self-generated models. Additionally, we illustrate how the teacher's decision to capitalize on particular students' models contributes in part to the kinds of mathematical ideas that can be explored and the connections students can make among those ideas. More generally, we explore the utility of coordinating these two perspectives to understand the landscape of ideas that teachers might traverse to align their practices with reform recommendations in the United States.

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“…Assim, métodos de formação -como o de Estudo e Planejamento de Lições (Cavey & Berenson, 2005) -podem favorecer o desenvolvimento profissional, mas outros fatores podem impedir avanços. Dessa forma, são apontados como impedimentos à formação contínua: falta de tempo disponível para estudo, para pesquisa de recursos didáticos, para investigações em sala de aula e para experimentação de novas abordagens de ensino; cultura de trabalho individualista que impede ações colaborativas entre os professores, tais como a troca de materiais de ensino e de experiências vivenciadas junto aos alunos; e falta de mobilização de todos os professores da escola, no intuito de modificar práticas escolares de ensino e aprendizagem de Matemática (Magalhães, 2008).…”

Section: Apresentação E Discussão Dos Principais Resultados Dos Estudunclassified

Formação inicial e continuada de professores que ensinam Matemática na escolarização inicial

Borba

2017

Zetetike

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ResumoNesse texto são discutidas as cinco dissertações de mestrado identificadas das áreas de Ensino e de Educação, concluídas no período de 2008 a 2012, que tratam tanto da formação inicial quanto da formação continuada de professores que ensinam Matemática nos anos iniciais de escolarização. Em três dissertações discutiu-se a colaboração entre pesquisadores de instituições de ensino superior (IES) e professores da Educação Básica. Um dos estudos discutiu a articulação entre a formação em Pedagogia e a prática de ensino de Matemática, e um outro estudo teve a tecnologia na formação de professores como foco. Constatou-se que um bom caminho para a articulação entre a formação inicial e a formação continuada são processos que incentivem a cooperação entre diferentes profissionais de fora e de dentro da escola, incluindo-se aí pesquisadores de IES e os professores dos distintos níveis de ensino da escola, de modo que todos se sintam corresponsáveis pelo desenvolvimento matemático dos alunos. Palavras-chave:Articulação formação inicial-formação continuada; professor que ensina Matemática; anos iniciais do Ensino Fundamental. AbstractThis paper discusses five master's dissertations identified from the areas of Teaching and Education, concluded between 2008 and 2012, which deal with both the initial and the continuing education of teachers who teach Mathematics in the initial years of schooling. Three of the dissertations discussed the collaboration between university researchers and teachers of Basic Education. One of the studies discussed the articulation between Pedagogy education and the teaching practice of Mathematics, and another study investigated the use of technology in teacher education. It was found that a good way to articulate initial and continuing education are processes that encourage cooperation between the different professionals from in and out of the school, including university researchers and the teachers of the distinct levels of education within the school, so that they all feel co-responsible for the mathematical development of the students.Keywords: Articulation initial-continuing education; teacher who teaches Mathematics; Elementary School. IntroduçãoO presente texto tem como objetivo discutir pesquisas que se referem tanto à formação inicial quanto à formação continuada de professores que ensinam Matemática nos

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Learning to teach high school mathematics: Patterns of growth in understanding right triangle trigonometry during lesson plan study

Cited by 39 publications

References 19 publications

A literature review of lesson study in initial teacher education

A literature review of lesson study in initial teacher education

Investigating Teachers' Mathematics Teaching Understanding: A Case for Coordinating Perspectives

Formação inicial e continuada de professores que ensinam Matemática na escolarização inicial

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