Results
Title

Supporting the Development of Mathematics Teacher Educators through Lesson Study.

Authors

Barlow, Angela T.; Pair, Jeffrey D.; Hartland, Kristin; Schmidt, Teresa A.; Kassaee, Ameneh M.; Woodard, Cicely A.

Abstract

I think, for me personally, there's so many new methods that maybe personally I haven't been trained in that I would like to go back and take a math methods course or shadow a math methods course to see some of the things. Given the need to improve mathematics education in the U.S. (National Research Council, [23]), calls have been made for doctoral programs to provide students with professional support in teaching preservice teachers (PSTs; Reys, [25]; Sweitzer, [29]). Future research should examine whether doctoral students teaching a mathematics content course might begin to more meaningfully reflect within the I Learn Educating Teachers i focus if multiple lesson study cycles are encountered and/or the doctoral students enter the lesson study with previous experience teaching the content course. The course, which emphasized number and operations, was the first in a sequence of two mathematics content courses offered for PSTs.

Subjects

MATHEMATICS teachers; TEACHER development; TEACHER educators; WORD problems (Mathematics); VIRTUAL communities; MATHEMATICS education; FRACTIONS; EDUCATORS

Publication

Investigations in Mathematics Learning, 2021, Vol 13, Issue 2, p125

ISSN

1947-7503

Publication type

Academic Journal

DOI

10.1080/19477503.2020.1865029