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High school mathematics teachers' changes in beliefs and knowledge during lesson study
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High school mathematics teachers' changes in beliefs and knowledge during lesson study
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Journal Article
High school mathematics teachers' changes in beliefs and knowledge during lesson study
2023
Overview
This research investigates how a lesson study (LS) on designing and implementing challenging tasks impacts Vietnamese high school mathematics teacher knowledge and beliefs. Its contribution highlights cultural considerations when
adopting LS to the forefront to contextualize the impacts. The results show that the teachers developed their specialized content knowledge by attending to students' mathematics and creating cognitive conflicts building on student
responses. The teachers changed their curriculum knowledge from implementer to transformer, improved knowledge about content and students attending to difficulties and misconceptions, and enhanced their knowledge about content and
teaching in ways they designed, sequenced, and evaluated approaches that fit student learning. Finally, they changed their beliefs about mathematics to a comprehensive view of knowledge, mathematical proficiency, and sophisticated
beliefs of teaching and learning. Discussion about the essence of LS when adopting it to different cultures is included. [Author abstract]
Publisher
Springer Netherlands,Springer,Springer Nature B.V
Subject
