In Doone, teachers had a common double period free each week and the lesson study meetings were generally held during this period. However, developing a problem solving approach in teaching involves more than simply utilising such a tool in class. Developing mathematics teachers’ pedagogical content knowledge through iterative cycles of lesson study. While the Project Maths approach is innovative from an Irish perspective of curriculum reform, it still takes the form of the workshop style training Corcoran, and the curriculum reform may benefit from more school-based, teacher-led professional development models OECD, Sarah had three years teaching experience and had been informally named head of the mathematics department by the end of the academic year. Professional Development and Teacher Change. Phase 2 involves the rest of the approximately post-primary schools in Ireland introducing the phased curriculum in
These emphases of the problem solving process will form the frame in which this data will be analysed. Relationships of Knowledge and Practice: This research lesson also utilised Project Maths curriculum materials PMDT, resources providing contextualised questions but modified them to better suit the particular lesson objective and student ability. Teachers in Crannog were timetabled with two common free periods a week, allowing them to regularly meet as a department and as a lesson study group. The interviews varied in length from 13 to 42 minutes. A review of research on the impact of professional learning communities on teaching practice and student learning. At the beginning of the year, Owen in Doone was adamant that he did not like his students working in groups.
CESI CS – Discussion 1 – NCCA Draft Curriculum
Japanese and American teachers’ evaluations of mathematics lessons: The research engages this model of school based professional development and questions how effective an approach it may be in encouraging teachers to engage with and cultivate a problem solving approach to teaching and learning encouraged by the new centralised mathematics curriculum, Project Maths. The change to the classroom layout was positively noted by other teachers during other meetings, with Lisa attesting to the ease with which she could individually address each student now.
Regional Development Officers RDOs have also been available to visit schools for particular training and curriculum content updates during the introduction of this new bcca. During the planning meetings, teachers were more frequently articulating that they wanted students to understand the mathematical processes they were undertaking.
British Educational Research Journal, 38 3 The culture of mathematics education in the republic of Ireland: International Journal for Lesson and Learning Problrm, 1 1 Walter, head of department, had 12 years teaching experience and was keen on introducing a way for teachers to work together in a structured way.
Theoretical Framework and Related Literature This study draws on two strands of literature, that relating to mathematics curriculum reform and that concerning lesson study and teacher ncva. Eileen Yeah I probably would ask myself a bit more like how would they react to this or what questions will they have, like pre-empt their questions or pre-empt their confusion.
International trends in post-primary mathematics education. In developing this understanding, two features begin proble emerge within the data of the research lesson and are corroborated by the teacher interviews: Teachers had autonomy in deciding when and how often to hold their meetings and this varied greatly between the two schools.
Otherwise, I have been tempted if I had been teaching it in the first way, ok we have y, we have got squared…. Teachers acknowledged that they felt more aware of the curriculum and accessed it more in the planning of their lessons within lesson study but also on their own. The lesson plan template supplied to teachers at the beginning of the research asked teachers to anticipate student questions and student responses throughout the research lesson.
Project Maths – A fresh approach for changing times
As part of the initial reform, phase 1 schools were assigned an RDO who gave professional development workshops to teachers and were available to answer curriculum content queries for the first three years of the solvibg roll-out. Teachers in Doone were not necessarily embracing the new curriculum but were willing to participate in the research because they wished to avail of assistance, which they felt they needed, in order to implement the new curriculum.
After two lesson study cycles, one in which he taught the research lesson with students in groups who then had to present their work to the class, his negative opinion of group work appears to have changed.
Field notes and the analysis log were referenced throughout this stage of analysis as a verification of the data. Teacher meetings over numerous lesson study cycles were recorded and each of the 11 participating teachers was interviewed on three separate occasions during the academic year.
Cultivating Communities of Practice. Reflective Reform in Mathematics: A Guide to Design and Implementation.
Project Maths – A fresh approach for changing times
However, developing a problem solving approach in teaching involves more than simply utilising such a tool in class. McLaughlin, ; Yamagata-Lynch, engaged in lesson study. While the Project Maths approach is innovative from an Irish perspective of curriculum reform, it still takes the form of the workshop style training Corcoran, and the curriculum reform may benefit from more school-based, teacher-led professional development models OECD, Teachers were also more willing to ask their colleagues for assistance if they felt unsure of a certain aspect of their teaching.
Teachers were also careful in utilising realistic coefficients within the equations that would make sense to the students, for problsm in constructing a question involving a rugby player and identifying the distance he had to run. In Doone, teachers had a common double period free each week and the lesson study meetings were generally held during this period.
This lesson, while not the focus research lesson of the cycle, took a number of research meetings to design and involved all students in Transition Year and all mathematics teachers within the school even those not participating in lesson study. The Journal of Mathematical Behavior, 16 1 Fiona also attributed the increased focus on student thinking to the observation element of lesson study.
Crannog, as a phase 1 school, were not dependent on textbooks as a Ni Shuilleabhain, A. A feature of developing shared meaning Bohm, acknowledges the importance of the community cultivating a sense of understanding and evolution of ideas through dialogic interactions Burbules,