High School Mathematics Teachers' Changes in Beliefs and Knowledge during Lesson Study

Autor/inn/en	Nguyen, Duyen Thi; Tran, Dung
Titel	High School Mathematics Teachers' Changes in Beliefs and Knowledge during Lesson Study
Quelle	In: Journal of Mathematics Teacher Education, 26 (2023) 6, S.809-834 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tran, Dung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-022-09547-2
Schlagwörter	Communities of Practice; High School Teachers; Mathematics Teachers; Knowledge Level; Beliefs; Program Effectiveness; Teacher Role; Teacher Competencies; Teacher Attitudes; Foreign Countries; Vietnam + Suchen Sie Ihr Suchwort? Community; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Wissensbasis; Belief; Glaube; Lehrerrolle; Lehrkunst; Lehrerverhalten; Ausland
Abstract	This research investigates how a lesson study (LS) on designing and implementing challenging tasks impacts Vietnamese high school mathematics teacher knowledge and beliefs. Its contribution highlights cultural considerations when adopting LS to the forefront to contextualize the impacts. The results show that the teachers developed their "specialized content knowledge" by attending to students' mathematics and creating cognitive conflicts building on student responses. The teachers changed their "curriculum knowledge" from "implementer" to "transformer," improved "knowledge about content and students" attending to difficulties and misconceptions, and enhanced their "knowledge about content and teaching" in ways they designed, sequenced, and evaluated approaches that fit student learning. Finally, they changed their beliefs about mathematics to a comprehensive view of knowledge, "mathematical proficiency," and "sophisticated beliefs" of teaching and learning. Discussion about the essence of LS when adopting it to different cultures is included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01