id: 06389194
dt: j
an: 2015a.00267
au: Verhoef, Nellie; Tall, David; Coenders, Fer; van Smaalen, Daan
ti: The complexities of a lesson study in a Dutch situation: mathematics
teacher learning.
so: Int. J. Sci. Math. Educ. 12, No. 4, 859-881 (2014).
py: 2014
pu: Springer Netherlands, Dordrecht
la: EN
cc: C70 C30 B50 I40 G60
ut: lesson study; making sense of the calculus; student understanding;
teachers’ professional development
ci:
li: doi:10.1007/s10763-013-9436-6
ab: Summary: This study combines the Japanese lesson study approach and
mathematics teachers’ professional development. The first year of a
4-year project in which 3 Dutch secondary school teachers worked
cooperatively on introducing making sense of the calculus is reported.
The analysis focusses on instrumental and relational student
understanding of mathematical concepts and the transition between the
conceptual embodiment and the operational symbolism of the calculus.
This paper reports on 2 cycles of lesson studies that took place in the
first project year, the first cycle focussing on the notion of the
derivative (introduced for polynomials) and the second on trigonometry
(as the concepts shift from ratios in a right-angled triangle to
functions in the calculus). The lesson study cycles resulted in changes
in the teachers’ educational goals and instructional strategies in
relation to student understanding. However, the teachers’ desire to
be good teachers, their perceived need to prepare students for standard
examinations and their reluctance to use computers impeded their
progress in developing a lesson study approach. The introduction of a
Japanese lesson study approach into a Dutch context merits further
reflection in the later years of the project.
rv: