Transform Textbook Lessons

Autor/inn/en	Hodges, Thomas E.; Lanry, Geri A.; Cady, JoAnn
Titel	Transform Textbook Lessons
Quelle	In: Teaching Children Mathematics, 16 (2009) 1, S.42-48 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Preservice Teachers; Education Courses; Mathematics Education; Textbooks; Workshops; Faculty Development; Teacher Educators; Teacher Education; Reflection; Mathematics Instruction; Graduate Study; Goal Orientation; Teacher Collaboration; Cooperative Planning; Lesson Plans; Data Collection; Teaching Methods; Manipulative Materials; Problem Solving; Mathematical Concepts; Comprehension + Suchen Sie Ihr Suchwort? Fortbildungskurs; Mathematische Bildung; Textbook; Text book; Schulbuch; Lehrbuch; Lernwerkstatt; Schulung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Mathematics lessons; Mathematikunterricht; Aufbaustudium; Graduiertenstudium; Hauptstudium; Zielorientierung; Zielvorstellung; Lehrerkooperation; Lesson planning; Unterrichtsplanung; Data capture; Datensammlung; Teaching method; Lehrmethode; Unterrichtsmethode; Hilfsmittel; Problemlösen; Verstehen; Verständnis
Abstract	The increased popularity of lesson study in the United States--an approach to professional development initiated in Japan more than a century ago--is due in large part to findings from the 1995 Trends in International Mathematics and Science Study (TIMSS) video study and the subsequent book, "The Teaching Gap" (Stigler and Hiebert 1999). "Lesson study" refers to a classroom-based form of professional development consisting of a four-step cycle. Applying the lesson study model to professional development can impact classroom teachers and teacher educators who design professional development experiences for other teachers. Lesson study is not just about improving a single lesson, it's about building pathways for ongoing improvement of instruction. The authors engaged in a lesson study when designing a professional development workshop for classes with both in-service and preservice teachers. The goal was for teachers to reflect on how their own lessons develop students' understanding of mathematics. Specifically, the authors wanted teachers to think about the tasks and discourse promoted by various textbooks. Using the lesson study cycle, the authors looked at research, which they used to guide the design of a lesson. Then they implemented the lesson study in three settings: (1) a professional development meeting for in-service teachers; (2) a graduate-level mathematics education course; and (3) a preservice elementary mathematics education course. Each author led at least one session and observed the other two. After each professional development experience, they met to discuss what they perceived to be the strengths and weaknesses of the session. These debriefing meetings focused on what the participants had said and done during the workshop. After each debriefing, the authors revised the lesson before teaching it in subsequent settings. In this article, they describe their experience. (Contains 2 figures.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10