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A new approach in the context of mathematics education research: Lesson study

Yıl 2017, Cilt 1, Sayı 1, 60 - 82, 27.12.2017

Öz

This article review investigates the lesson study as a new method which could be used in mathematics education research with an aim of professional development of inservice or preservice teachers, especially. Lesson study has such an importance in teacher education that it provides teachers’ professional development, it improves knowledge levels of inservice or preservice teachers which they need for teaching while enriching the interaction among the participants of a lesson study group, and provides also an improvement in teaching artifacts (lesson plans, etc). Being originated in Japan teacher education, lesson study has internationally attracted notice and it is one of the research methods which researchers often use in their studies. This article review also revealed its relations with teaching experiments while making comparisons.  

Kaynakça

  • 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.
  • Bruce, C. D., & Ladky, M. S. (2011). What’s going on backstage? Revealing the work of Lesson Study with Mathematics Teachers. In Lesson study research and practice in mathematics education (pp. 243-249). Springer Netherlands.
  • Cavin, R. M. (2007). Developing technological pedagogical content knowledge in preservice teachers through microteaching lesson study. Unpublished doctoral dissertation. The Florida State University.
  • Doig, B., & Groves, S. (2011). Japanese lesson study: Teacher professional development through communities of inquiry. Mathematics Teacher Education and Development, 13(1), 77-93.
  • Fernandez, C. (2002). Learning from Japanese approaches to professional development: The case of lesson study. Journal of Teacher Education, 53(5), 393-405.
  • Fernandez, C. (2005). Lesson study: A means for elementary teachers to develop the knowledge of mathematics needed for reform-minded teaching? Mathematical thinking and learning, 7(4), 265-289.
  • Fernandez, C., & Yoshida, M. (2004). Lesson study: A case of a Japanese approach to improving instruction through school-based teacher development. Mahwah: Lawrence Erlbaum.
  • Fernandez, M. L., & Zilliox, J. (2011). Investigating approaches to lesson study in prospective mathematics teacher education. In Lesson study research and practice in mathematics education (pp. 85-102). Springer Netherlands.
  • Fernández, M. L. (2005). Learning through microteaching lesson study in teacher preparation. Action in Teacher Education, 26(4), 37-47.
  • Fernández, M. L. (2010). Investigating how and what prospective teachers learn through microteaching lesson study. Teaching and Teacher Education, 26(2), 351–562.
  • Fernández, M. L., & Robinson, M. (2007). Prospective teachers’ perspectives on microteaching lesson study. Education, 127(2), 203–215.
  • Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational researcher, 31(5), 3-15.
  • Ingvarson, L., Beavis, H., Bishop, A. J., Peck, R., & Elsworth, G. (2004). Investigation of effective mathematics teaching and learning in Australian secondary schools. Canberra, ACT: Australian Government Department of Education, Science and Training.
  • Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
  • Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Eds.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-30). New York: Routledge.
  • Kurt, G. (2016). Technological pedagogical content knowledge (TPACK) development of preservice middle school mathematics teachers in statistics teaching: A microteaching lesson study. Unpublished doctoral dissertation. Middle East Technical University, Ankara.
  • Leavy, A. (2014). Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, 1-27.
  • Lewis, C. (2000). Lesson Study: The Core of Japanese Professional Development. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
  • Lewis, C. (2009). What is the nature of knowledge development in lesson study? Educational action research, 17(1), 95-110.
  • Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational researcher, 35(3), 3-14.
  • Lewis, C., & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: Research lessons and the improvement of Japanese education. American Educator, (Winter), 14–17, 50–52.
  • Murata, A., & Pothen, B. E. (2011). Lesson study in preservice elementary mathematics methods courses: Connecting emerging practice and understanding. In Lesson study research and practice in mathematics education (pp. 103-116). Springer Netherlands.
  • Murata, A. & Takahashi, A. (2002). District-level lesson study: How Japanese teachers improve their teaching of elementary mathematics. Paper presented at a research pre-session of the annual meeting of the National Council of Teachers of Mathematics, Las Vegas, NV, USA.
  • Murata, A., Lewis, C., & Perry, R. (2004). Teacher learning and lesson study: Developing efficacy through experiencing student learning. In D. McDougall. (Ed.), Proceedings of the twenty-sixth annual meeting of North American chapter of the international group of the Psychology of Mathematics Education (pp. 985–992). Columbus: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
  • Murata, A. (2011). Introduction: Conceptual overview of lesson study. In Lesson study research and practice in mathematics education (pp. 1-12). Springer Netherlands.
  • Royce, C. (2010). A revolutionary model of professional development. Science Scope, 34(3), 6.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  • Stigler, J.W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York, NY: Free Press.

Matematik eğitimi araştırmaları bağlamında yeni bir yaklaşım: Ders imecesi

Yıl 2017, Cilt 1, Sayı 1, 60 - 82, 27.12.2017

Öz

Bu derleme makale, matematik eğitimi araştırmaları bağlamında, öğretmenlerin ve öğretmen adaylarının profesyonel mesleki gelişimlerinde bir yöntem olması yanında, bir araştırma ortamı olarak da ders imecesini incelemeyi amaçlamaktadır. Ders imecesi, öğretmenlerin ve öğretmen adaylarının profesyonel gelişimlerine katkı sağlaması, onların matematik öğretirken ihtiyaç duyacakları bilgi düzeylerini artırması ve aralarındaki iletişimi geliştirmesi ve öğretim ürünlerinin (ders planı, vb.) geliştirilmesi açısından önemlidir. Kökeni Japonya’ya dayanan ders imecesi uluslararası anlamda dikkat çekmiş ve araştırmacılar için de çalışmalarına bir araştırma ortamı hazırlamıştır. Bu derlemede, ders imecesinin öğretim deneyleriyle desteklenerek bu araştırma ortamlarını nasıl temellendirileceği ve matematik eğitimi bağlamındaki katkılarına odaklanılmıştır. 

Kaynakça

  • 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.
  • Bruce, C. D., & Ladky, M. S. (2011). What’s going on backstage? Revealing the work of Lesson Study with Mathematics Teachers. In Lesson study research and practice in mathematics education (pp. 243-249). Springer Netherlands.
  • Cavin, R. M. (2007). Developing technological pedagogical content knowledge in preservice teachers through microteaching lesson study. Unpublished doctoral dissertation. The Florida State University.
  • Doig, B., & Groves, S. (2011). Japanese lesson study: Teacher professional development through communities of inquiry. Mathematics Teacher Education and Development, 13(1), 77-93.
  • Fernandez, C. (2002). Learning from Japanese approaches to professional development: The case of lesson study. Journal of Teacher Education, 53(5), 393-405.
  • Fernandez, C. (2005). Lesson study: A means for elementary teachers to develop the knowledge of mathematics needed for reform-minded teaching? Mathematical thinking and learning, 7(4), 265-289.
  • Fernandez, C., & Yoshida, M. (2004). Lesson study: A case of a Japanese approach to improving instruction through school-based teacher development. Mahwah: Lawrence Erlbaum.
  • Fernandez, M. L., & Zilliox, J. (2011). Investigating approaches to lesson study in prospective mathematics teacher education. In Lesson study research and practice in mathematics education (pp. 85-102). Springer Netherlands.
  • Fernández, M. L. (2005). Learning through microteaching lesson study in teacher preparation. Action in Teacher Education, 26(4), 37-47.
  • Fernández, M. L. (2010). Investigating how and what prospective teachers learn through microteaching lesson study. Teaching and Teacher Education, 26(2), 351–562.
  • Fernández, M. L., & Robinson, M. (2007). Prospective teachers’ perspectives on microteaching lesson study. Education, 127(2), 203–215.
  • Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational researcher, 31(5), 3-15.
  • Ingvarson, L., Beavis, H., Bishop, A. J., Peck, R., & Elsworth, G. (2004). Investigation of effective mathematics teaching and learning in Australian secondary schools. Canberra, ACT: Australian Government Department of Education, Science and Training.
  • Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
  • Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Eds.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-30). New York: Routledge.
  • Kurt, G. (2016). Technological pedagogical content knowledge (TPACK) development of preservice middle school mathematics teachers in statistics teaching: A microteaching lesson study. Unpublished doctoral dissertation. Middle East Technical University, Ankara.
  • Leavy, A. (2014). Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, 1-27.
  • Lewis, C. (2000). Lesson Study: The Core of Japanese Professional Development. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
  • Lewis, C. (2009). What is the nature of knowledge development in lesson study? Educational action research, 17(1), 95-110.
  • Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational researcher, 35(3), 3-14.
  • Lewis, C., & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: Research lessons and the improvement of Japanese education. American Educator, (Winter), 14–17, 50–52.
  • Murata, A., & Pothen, B. E. (2011). Lesson study in preservice elementary mathematics methods courses: Connecting emerging practice and understanding. In Lesson study research and practice in mathematics education (pp. 103-116). Springer Netherlands.
  • Murata, A. & Takahashi, A. (2002). District-level lesson study: How Japanese teachers improve their teaching of elementary mathematics. Paper presented at a research pre-session of the annual meeting of the National Council of Teachers of Mathematics, Las Vegas, NV, USA.
  • Murata, A., Lewis, C., & Perry, R. (2004). Teacher learning and lesson study: Developing efficacy through experiencing student learning. In D. McDougall. (Ed.), Proceedings of the twenty-sixth annual meeting of North American chapter of the international group of the Psychology of Mathematics Education (pp. 985–992). Columbus: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
  • Murata, A. (2011). Introduction: Conceptual overview of lesson study. In Lesson study research and practice in mathematics education (pp. 1-12). Springer Netherlands.
  • Royce, C. (2010). A revolutionary model of professional development. Science Scope, 34(3), 6.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  • Stigler, J.W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York, NY: Free Press.

Ayrıntılar

Konular Eğitim, Bilimsel Disiplinler
Bölüm Research Articles
Yazarlar

Gamze KURT BİREL
MERSİN ÜNİVERSİTESİ
0000-0002-4976-5069
Türkiye

Yayımlanma Tarihi 27 Aralık 2017
Yayınlandığı Sayı Yıl 2017, Cilt 1, Sayı 1

Kaynak Göster

APA Kurt Birel, G. (2017). A new approach in the context of mathematics education research: Lesson study . Studies in Educational Research and Development , 1 (1) , 60-82 . Retrieved from http://serd.artvin.edu.tr/tr/pub/issue/31977/344372

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