Adapting Japanese Lesson Study to Enhance the Teaching and Learning of Geometry and Spatial Reasoning in Early Years Classrooms: A Case Study

Autor/inn/en	Moss, Joan; Hawes, Zachary; Naqvi, Sarah; Caswell, Beverly
Titel	Adapting Japanese Lesson Study to Enhance the Teaching and Learning of Geometry and Spatial Reasoning in Early Years Classrooms: A Case Study
Quelle	In: ZDM: The International Journal on Mathematics Education, 47 (2015) 3, S.377-390 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-015-0679-2
Schlagwörter	Teacher Collaboration; Communities of Practice; Young Children; Mathematics Instruction; Faculty Development; Pedagogical Content Knowledge; Geometry; Teaching Methods; Interviews; Learning Activities; Case Studies; Teamwork; Spatial Ability; Concept Formation; Geometric Concepts; Teacher Attitudes; Mathematics Skills; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Lehrerkooperation; Community; Frühe Kindheit; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Geometrie; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Lernaktivität; Case study; Fallstudie; Case Study; Räumliches Vorstellungsvermögen; Concept learning; Begriffsbildung; Elementare Geometrie; Lehrerverhalten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik
Abstract	Increased efforts are needed to meet the demand for high quality mathematics in early years classrooms. Despite the foundational role of geometry and spatial reasoning for later mathematics success, the strand receives inadequate instructional time and is limited to concepts of static geometry. Moreover, early years teachers typically lack both content knowledge and confidence in teaching geometry and spatial reasoning. We describe our attempt to deal with these issues through a research initiative known as the Math for Young Children project. The project integrates effective features of both design research and Japanese Lesson Study and is designed to support teachers in developing content knowledge and new approaches for teaching geometry and spatial reasoning. Central to our Professional Development model is the integration of four adaptations to the Japanese Lesson Study model: (1) teachers engaging in the mathematics, (2) teachers designing and conducting task-based clinical interviews, (3) teachers and researchers co-designing and carrying out exploratory lessons and activities, and (4) the creation of resources for other educators. We present our methods and the results of our adaptations through a case study of one Professional Learning Team. Our results suggest that the adaptations were effective in: (1) supporting teachers' content knowledge of and comfort level with geometry and spatial reasoning, (2) increasing teachers' perceptions of young children's mathematical competencies, (3) increasing teachers' awareness and commitment for the inclusion of high quality geometry and spatial reasoning as a critical component of early years mathematics, and (4) the creation of innovative resources for other educators. We conclude with theoretical considerations and implications of our results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01