How to Improve A Mathematics Teacher’s Ways of Triggering and Considering Divergent Thoughts through Lesson Study

In this study, we aimed to examine a mathematics teacher’s actions related to triggering and considering divergent thoughts on the lessons before, during, and after the lesson study process. The participant was a mathematics teacher who participated in a lesson study design. We focused on his lesson...

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Bibliographic Details
Published in:International electronic journal of mathematics education 2020-10, Vol.15 (3), p.em0605
Main Authors: Ozaltun Celik, Aytug, Bukova Guzel, Esra
Format: Article
Language:English
Subjects:
Classrooms
Cooperative Planning
Foreign Countries
High School Teachers
Knowledge
Knowledge Level
Learning
Lesson Plans
Mathematics education
Mathematics Instruction
Mathematics Teachers
Professional development
Prompting
Students
Teaching
Teaching Methods
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Summary:In this study, we aimed to examine a mathematics teacher’s actions related to triggering and considering divergent thoughts on the lessons before, during, and after the lesson study process. The participant was a mathematics teacher who participated in a lesson study design. We focused on his lessons before, during, and after the lesson study. The data were collected from the teacher’s lessons and these lessons were videotaped. The transcripts of these video records were analyzed in the context of triggering and considering divergent thoughts. The teacher’s actions were interpreted and the evidences were provided from the excerpts of the lessons. Throughout the lesson study, the teacher’s actions related to considering students’ thinking were improved and also varied. We suppose that this study will be a guide for mathematics teachers and teacher educators on triggering and considering divergent ideas.
ISSN:1306-3030
1306-3030
DOI:10.29333/iejme/8461