Implementing mathematics teaching that promotes students’ understanding through theory-driven lesson study

被引：21

作者：

Huang R. ^{[1
]}

Gong Z. ^{[2
]}

Han X. ^{[3
]}

机构：

[1] Middle Tennessee State University, Murfreesboro

[2] Hangzhou Normal University, Hangzhou

[3] Dominican University, River Forest

来源：

ZDM | 2016年 / 48卷 / 4期

关键词：

Learning trajectory; Lesson study; Theory-driven lesson study; Variation pedagogy;

D O I：

10.1007/s11858-015-0743-y

中图分类号：

学科分类号：

摘要：

Lesson study (LS) has been practiced in China as an effective way to advance teachers’ professional development for decades. This study explores how LS improves teaching that promotes students’ understanding. A LS group including didacticians (practice-based teaching research specialist and University-based mathematics educators) and mathematics teachers in China explored and documented how teacher participants shifted their attention to students’ learning by incorporating two notions of teaching: learning trajectory (LT) and variation pedagogy (VP). The former describes conjectured routes of children’s thinking and learning with pertinent tasks to move towards the learning goals along the route, while the latter suggests strategies for using systematic tasks progressively. The concepts of LT and VP are used to guide planning, teaching, and debriefing throughout the LS process. Data consist of lesson plans, videotaped lessons, post-lesson discussions, post-lesson quizzes, and teachers’ reflection reports. This study reveals that by building on the learning trajectory and by strategically using variation tasks, the lesson has been improved in terms of students’ understanding, proficiency, and mathematical reasoning. In addition, the LT was refined through the LS. This study displays how theory-driven LS could help teachers improve their teaching and develop the linkage between theory and practice. © 2015, FIZ Karlsruhe.

引用

页码：425 / 439

页数：14

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