View in EDS PDF Full Text

Pre-service Teachers in Mathematics Lesson Study.

Saved in:
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]
Copyright of Montana Mathematics Enthusiast is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 52686923
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Pre-service Teachers in Mathematics Lesson Study.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Burroughs%2C+Elizabeth+A%2E%22">Burroughs, Elizabeth A.</searchLink><relatesTo>1</relatesTo><i> burrough@math.montana.edu</i><br /><searchLink fieldCode="AR" term="%22Luebeck%2C+Jennifer+L%2E%22">Luebeck, Jennifer L.</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Montana+Mathematics+Enthusiast%22">Montana Mathematics Enthusiast</searchLink>. 2010, Vol. 7 Issue 2/3, p391-400. 10p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Lesson+planning%22">Lesson planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+mathematics+teachers%22">Education of mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Algebra+education%22">Algebra education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Montana Mathematics Enthusiast is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=52686923
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.54870/1551-3440.1196
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 391
    Subjects:
      – SubjectFull: Collaborative learning
        Type: general
      – SubjectFull: Lesson planning
        Type: general
      – SubjectFull: Education of mathematics teachers
        Type: general
      – SubjectFull: Mathematics education
        Type: general
      – SubjectFull: Educational technology
        Type: general
      – SubjectFull: Algebra education
        Type: general
    Titles:
      – TitleFull: Pre-service Teachers in Mathematics Lesson Study.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Burroughs, Elizabeth A.
      – PersonEntity:
          Name:
            NameFull: Luebeck, Jennifer L.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: 2010
              Type: published
              Y: 2010
          Numbering:
            – Type: volume
              Value: 7
            – Type: issue
              Value: 2/3
          Titles:
            – TitleFull: Montana Mathematics Enthusiast
              Type: main
ResultId 1