An Inquiry Model for Mathematics Teachers’ Professional Development
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Abstract
Abstract: This paper proposes an inquiry model for improving the teaching of mathematics based on the practice of lesson study. This model provides both pre-service and in-service mathematics teachers with multiple pathways for designing a mathematics lesson plan. The result of this research plays an important role in determining if the model is effective in helping teachers to develop their professional expertise. The model also leads to teachers’ improved teaching and provides valuable insights into the process of mathematics teaching.
Keywords: Professional development, lesson study, teaching Mathematics, research lesson.References
References
[1] William Cerbin, Bryan Kopp (2006). Lesson Study as a Model for Building Pedagogical Knowledge and Improving Teaching. International Journal of Teaching and Learning in Higher Education, 18(3), 250-257.
[2] Nguyễn Thị Duyến (2013). Nghiên cứu bài học - Một mô hình phát triển năng lực dạy học của giáo viên Toán. Tạp chí Khoa học, Trường Đại học Sư phạm Hà Nội, 58, 74-84.
[3] Clea Fernandez, Makoto Yoshida (2004). Lesson Study - A Japanese Approach to Improving Mathematics Teaching and Learning. Lawrence Erlbaum Associates Publishers.
[4] Masami Isoda, Max Stephens, Yutaka Ohara, Takeshi Miyakawa (2007). Japanese Lesson Study in Mathematics - Its impact, Diversity and Ptential for Educational Improvement. World Sciencetific Publishing.
[5] Maitree Inprasitha (2011). One Feature of Adaptive Lesson Study in Thailand: Designing a Learning Unit. Journal of Science and Mathematics Education in Southeast Asia, 34(1), 47-66.
[6] Robyn Pierce, Kaye Stacey (2011). Lesson Study for Professional Development and Research. Journal of Science and Mathematics Education in Southeast Asia, 34(1), 26-46.
[7] Lynn C. Hart, Alice Alston, Aki Murata (2011). Lesson Study Research and Practive in Mathematics Education - Learning Together. Springer.
[8] Vũ Thị Sơn, Nguyễn Duân (2010). Nghiên cứu bài học - Một cách tiếp cận phát triển năng lực nghề nghiệp của giáo viên, Tạp chí Khoa học Giáo dục, 52, 45-48.
Akihiko Takahashi, Tad Watanabe, Makoto Yoshida (2006). Developing Good Mathematics Teaching Practice through Lesson Study: An US Perspective. Tsukuba Journal of Educational Study in Mathematics, 25, 197-204.
[1] William Cerbin, Bryan Kopp (2006). Lesson Study as a Model for Building Pedagogical Knowledge and Improving Teaching. International Journal of Teaching and Learning in Higher Education, 18(3), 250-257.
[2] Nguyễn Thị Duyến (2013). Nghiên cứu bài học - Một mô hình phát triển năng lực dạy học của giáo viên Toán. Tạp chí Khoa học, Trường Đại học Sư phạm Hà Nội, 58, 74-84.
[3] Clea Fernandez, Makoto Yoshida (2004). Lesson Study - A Japanese Approach to Improving Mathematics Teaching and Learning. Lawrence Erlbaum Associates Publishers.
[4] Masami Isoda, Max Stephens, Yutaka Ohara, Takeshi Miyakawa (2007). Japanese Lesson Study in Mathematics - Its impact, Diversity and Ptential for Educational Improvement. World Sciencetific Publishing.
[5] Maitree Inprasitha (2011). One Feature of Adaptive Lesson Study in Thailand: Designing a Learning Unit. Journal of Science and Mathematics Education in Southeast Asia, 34(1), 47-66.
[6] Robyn Pierce, Kaye Stacey (2011). Lesson Study for Professional Development and Research. Journal of Science and Mathematics Education in Southeast Asia, 34(1), 26-46.
[7] Lynn C. Hart, Alice Alston, Aki Murata (2011). Lesson Study Research and Practive in Mathematics Education - Learning Together. Springer.
[8] Vũ Thị Sơn, Nguyễn Duân (2010). Nghiên cứu bài học - Một cách tiếp cận phát triển năng lực nghề nghiệp của giáo viên, Tạp chí Khoa học Giáo dục, 52, 45-48.
Akihiko Takahashi, Tad Watanabe, Makoto Yoshida (2006). Developing Good Mathematics Teaching Practice through Lesson Study: An US Perspective. Tsukuba Journal of Educational Study in Mathematics, 25, 197-204.
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