A Focus on Exploratory Tasks in Lesson Study: The Canadian "Math for Young Children" Project

Autor/inn/en	Bruce, Catherine D.; Flynn, Tara C.; Bennett, Sarah
Titel	A Focus on Exploratory Tasks in Lesson Study: The Canadian "Math for Young Children" Project
Quelle	In: ZDM: The International Journal on Mathematics Education, 48 (2016) 4, S.541-554 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-015-0747-7
Schlagwörter	Lesson Plans; Mathematics; Mathematics Instruction; Young Children; Foreign Countries; Curriculum Implementation; Mathematics Achievement; Interviews; Student Projects; Teaching Methods; Mathematics Teachers; Canada + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Mathematik; Mathematics lessons; Mathematikunterricht; Frühe Kindheit; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Interviewing; Interviewtechnik; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Kanada
Abstract	In an effort to increase our understanding of what mathematics young children are capable of when provided with playful yet purposeful opportunities to learn, Canadian researchers initiated lesson study over 4 years with teams of teachers of young children (ages 4-7). The lesson study process followed a lesson study cycle of goal setting, planning, implementation and reflection, with one major variation: a focus on the design and implementation of exploratory tasks. Exploratory tasks are brief, collaboratively planned activities that focus on precise mathematics content with engaging contexts. The lesson study team featured in this paper presented students with challenging exploratory tasks to investigate length, perimeter and area measurement concepts as they progressed toward the public research lesson. Through the process, lesson study teachers increased their abilities to look and listen for student mathematics thinking that affected their subsequent planning to tasks. Notably, teacher estimations of what young children can do were expanded and raised. Students also made significant gains on pre-post interviews, suggesting that exploratory tasks are a powerful variation of lesson study that increases teacher and student learning due to increases in frequency, emphasis and implementation of quality tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01