Prospective mathematics teachers’ views of their learning in a lesson study

João Pedro Mendes da Ponte; Marisa Quaresma; Joana Mata-Pereira

doi:10.30827/pna.v17i2.23896

Authors

João Pedro Mendes da Ponte Universidade de Lisboa https://orcid.org/0000-0001-6203-7616
Marisa Quaresma University of Lisbon https://orcid.org/0000-0002-0861-6016
Joana Mata-Pereira University of Lisbon

DOI:

https://doi.org/10.30827/pna.v17i2.23896

Keywords:

Lesson study, Knowledge of mathematics, Knowledge of mathematics teaching, Prospective teachers

Abstract

We aim to identify what prospective mathematics teachers indicated that they learned regarding mathematics and mathematics teaching as they participated in a lesson study. The theoretical framework is supported by models about teachers’ knowledge and prospective teachers learning processes. The methodology is qualitative and interpretative, with data collected by interviews and documents made by participants. The participants indicated to understand the importance of different representations in mathematics. They also indicated to appreciate the value of the detailed planning of the lesson, the careful selection of tasks, the analysis of possible student strategies and difficulties, and the preparation of classroom communication.

Downloads

Download data is not yet available.

References

Almog, N., & Ilany, B. S. (2012). Absolute Value Inequalities: High School Students’ Solutions and Misconceptions. Educational Studies in Mathematics, 81(3), 347-364. https://doi.org/10.1007/s10649-012-9404-z DOI: https://doi.org/10.1007/s10649-012-9404-z

Ball, D. L., & Cohen, D. K. (1999). Developing Practice, Developing Practitioners. Toward a Practice-based Theory of Professional Education. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the Learning Profession: Handbook of Policy and Practice (pp. 3 32). Jossey Bass.

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554 DOI: https://doi.org/10.1177/0022487108324554

Bjuland, R., & Mosvold, R. (2015). Lesson study in teacher education: Learning from a challenging case. Teaching and Teacher Education, 52, 83-90. https://doi.org/10.1016/j.tate.2015.09.005 DOI: https://doi.org/10.1016/j.tate.2015.09.005

Burroughs, E. A., & Luebeck, J. L. (2010). Pre-service Teachers in Mathematics Lesson Study. The Montana Mathematics Enthusiast, 7(2 3), 391-400. https://doi.org/10.54870/1551-3440.1196 DOI: https://doi.org/10.54870/1551-3440.1196

Carpenter, T. P., & Fennema, E. (1992). Cognitively Guided Instruction: Building on the Knowledge of Students and Teachers. International Journal of Educational Research, 17(5), 457 470. https://doi.org/10.1016/S0883-0355(05)80005-9 DOI: https://doi.org/10.1016/S0883-0355(05)80005-9

Erickson, F. (1986). Qualitative Methods in Research on Teaching. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (pp. 119-161). MacMillan.

Fernández, M.L. (2005). Learning through Microteaching Lesson Study in Teacher Preparation. Action in Teacher Education, 26(4), 37-47. https://doi.org/10.1080/01626620.2005.10463341 DOI: https://doi.org/10.1080/01626620.2005.10463341

Fujii, T. (2016). Designing and Adapting Tasks in Lesson Planning: A Critical Process of Lesson Study. ZDM Mathematics Education, 48, 411–423. https://doi.org/10.1007/s11858-016-0770-3 DOI: https://doi.org/10.1007/s11858-016-0770-3

Fujii, T. (2018). Lesson Study and Teaching Mathematics Through Problem Solving: The Two Wheels of a Cart. In M. Quaresma, C. Winsløw, S. Clivaz, J. P. Ponte, N. Shuilleabhain & A. Takahashi (Eds.), Lesson Study Around the World. Theoretical and Methodological Issues (pp. 1-21). Springer. https://link.springer.com/book/10.1007/978-3-319-75696-7 DOI: https://doi.org/10.1007/978-3-319-75696-7_1

Lampert, M., & Ball, D. L. (1998). Teaching, Multimedia, and Mathematics. Teachers College Press.

Larssen, D. S., Cajkler, W., Mosvold, R., Bjuland, R., Helgevold, N., Fauskanger, J., Wood, P., Baldry, F., Jakobsen, A., Bugge, H. E., Næsheim-Bjørkvik, G., & Norton, J. (2018). A literature review of lesson study in initial teacher education: Perspectives about learning and observation. International Journal for Lesson and Learning Studies, 7(1), 8-22. https://doi.org/10.1108/IJLLS-06-2017-0030 DOI: https://doi.org/10.1108/IJLLS-06-2017-0030

Lesh, R., Post, T. R., & Behr, M. (1987). Representations and Translations among Representations in Mathematics Learning and Problem Solving. In C. Janvier (Ed.), Problems of Representation in the Teaching and Learning of Mathematics (pp. 33-40). Lawrence Erlbaum.

Lewis, C., Friedkin, S., Emerson, K., Henn, L., & Goldsmith, L. (2019). How Does Lesson Study Work? Toward a Theory of Lesson Study Process and Impact. In R. Huang, A. Takahashi & J. P. Ponte (Eds.), Theory and Practices of Lesson Study in Mathematics. An International Perspective (pp. 13-37). Springer. DOI: https://doi.org/10.1007/978-3-030-04031-4_2

Martins, M., Mata-Pereira, J., & Ponte, J. P. (2021). Os desafios da abordagem exploratória no ensino da matemática: Aprendizagens de duas futuras professoras através do estudo de aula. BOLEMA, 35(69), 343–364. https://doi.org/10.1590/1980-4415v35n69a16 DOI: https://doi.org/10.1590/1980-4415v35n69a16

NCTM (2014). Principles to Actions: Ensuring Mathematical Success for All. NCTM.

Ponte, J. P. (2012). Estudiando el conocimiento y el desarrollo profesional del profesorado de matemáticas. In N. Planas (Ed.), Teoría, crítica y práctica de la educación matemática (pp. 83–98). Graó.

Ponte, J. P. (2017). Lesson studies in initial mathematics teacher education. International Journal for Lesson and Learning Studies, 6(2), 169-181. https://doi.org/10.1108/IJLLS-08-2016-0021 DOI: https://doi.org/10.1108/IJLLS-08-2016-0021

Ponte, J. P., & Chapman, O. (2008). Preservice Mathematics Teachers’ Knowledge and Development. In L. D. English (Ed.), Handbook of International Research in Mathematics Education (2nd ed.) (pp. 225-263). Routledge.

Ponte, J. P., & Quaresma, M. (2016). Teachers’ professional practice conducting mathematical discussions. Educational Studies in Mathematics, 93(1), 51-66. https://doi.org/10.1007/s10649-016-9681-z DOI: https://doi.org/10.1007/s10649-016-9681-z

Ponte, J. P., Quaresma, M., Mata-Pereira, J., & Baptista, M. (2016). O estudo de aula como processo de desenvolvimento profissional de professores de matemática. BOLEMA, 30(56), 868-891. https://doi.org/10.1590/1980-4415v30n56a01 DOI: https://doi.org/10.1590/1980-4415v30n56a01

Quaresma, M., & Ponte, J. P. (2021). Developing collaborative relationships in lesson studies. PNA - Revista de Investigación en Didáctica de la Matemática, 15(2), 93–107. https://doi.org/10.30827/pna.v15i2.16487 DOI: https://doi.org/10.30827/pna.v15i2.16487

Rowland, T., Huckstep, P., & Thwaites, A. (2005). Elementary Teachers' Mathematics Subject Knowledge: the Knowledge Quartet and the Case of Naomi. Journal of Mathematics Teacher Education, 8(3), 255-281. https://doi.org/10.1007/s10857-005-0853-5 DOI: https://doi.org/10.1007/s10857-005-0853-5

Shulman, L. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.2307/1175860 DOI: https://doi.org/10.3102/0013189X015002004

Shulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411 DOI: https://doi.org/10.17763/haer.57.1.j463w79r56455411

Smith, M. (2001). Practice-based Professional Development for Teachers of Mathematics. NCTM.

Stigler, J., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom. Free Press.

Strutchens, M. E., Huang, R., Losano, L., Potari, D., Ponte, J. P., Cyrino, M. C. C. T., Zbiek, R. M. (2017). The Mathematics Education of Prospective Secondary Teachers Around the World. Springer. https://link.springer.com/book/10.1007/978-3-319-38965-3. DOI: https://doi.org/10.1007/978-3-319-38965-3