Learning from Lessons: Teachers' Insights and Intended Actions Arising from Their Learning about Student Thinking

Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/

N

8

Transformative Learning; Teaching Experience; Experiential Learning; Mathematics Teachers; Research Methodology; Lesson Plans; Classroom Techniques; Reflection; Arithmetic; Word Problems (Mathematics); Interviews; Secondary School Mathematics; Barriers; Teacher Education; Foreign Countries

Illinois (Chicago); Australia

A central premise of this project is that teachers learn from the act of teaching a lesson and that this learning is evident in the planning and teaching of a subsequent lesson. We are studying the knowledge construction of mathematics teachers utilising multi-camera research techniques during lesson planning, classroom interactions and reflection. This paper reports on the learning of two Year 7 teachers, one in Melbourne and one in Chicago, teaching the same initial lesson focusing on division, remainders and context. Both teachers claimed to have learned about their students' mathematical thinking after teaching the initial lesson, but found planning a second lesson to accommodate this learning challenging.

As Provided

20

2017

ED572349