Pre-service Teachers in Mathematics Lesson Study.

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Bibliographic Details
Title:	Pre-service Teachers in Mathematics Lesson Study.
Authors:	Burroughs, Elizabeth A.¹ burrough@math.montana.edu, Luebeck, Jennifer L.¹
Source:	Montana Mathematics Enthusiast. 2010, Vol. 7 Issue 2/3, p391-400. 10p.
Subject Terms:	Collaborative learning, Lesson planning, Education of mathematics teachers, Mathematics education, Educational technology, Algebra education
Abstract:	This paper presents qualitative evidence to answer the questions, "What are the outcomes of engaging pre-service and in-service teachers in a collaborative lesson study experience" and "How can the outcomes of this experience inform future ways to include pre-service teachers in lesson study?" The data gathered demonstrate that including pre-service teachers in lesson study can introduce them to lesson-building as a process and cross-grades teacher collaboration. It can give them opportunities to be critical thinkers in the context of mathematics education and encourages them to think as teachers. One weakness the pre-service teachers demonstrated was an incomplete understanding of the appropriate use of technology in algebra. Consideration of prior knowledge and anticipation of student responses was lacking among both pre-service and in-service teachers. Overall, the data show that pre-service teachers can contribute to the lesson study process as researchers. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This paper presents qualitative evidence to answer the questions, "What are the outcomes of engaging pre-service and in-service teachers in a collaborative lesson study experience" and "How can the outcomes of this experience inform future ways to include pre-service teachers in lesson study?" The data gathered demonstrate that including pre-service teachers in lesson study can introduce them to lesson-building as a process and cross-grades teacher collaboration. It can give them opportunities to be critical thinkers in the context of mathematics education and encourages them to think as teachers. One weakness the pre-service teachers demonstrated was an incomplete understanding of the appropriate use of technology in algebra. Consideration of prior knowledge and anticipation of student responses was lacking among both pre-service and in-service teachers. Overall, the data show that pre-service teachers can contribute to the lesson study process as researchers. [ABSTRACT FROM AUTHOR]
DOI:	10.54870/1551-3440.1196