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Author: Akihiko Takahashi
Publisher: Taylor & Francis
ISBN: 1000958566
Category : Education
Languages : en
Pages : 237
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Book Description
This resource provides mathematics educators with tools for conducting Collaborative Lesson Research (CLR), a form of Lesson Study developed out of the original Japanese Lesson Study and intended to improve student and teacher learning. Renowned mathematics education researchers Akihiko Takahashi and Geoffrey Wake bring together educators across the US and UK with first-hand experience using CLR in their schools. Readers will learn the essentials for an impactful Lesson Study directly from the scholars who coined the term, and benefit from the dual perspectives of math education researchers and teachers who have used CLR when reflecting on their own classroom pedagogy. These contributors define CLR and provide examples of successful CLR using real-life case studies, as well as introducing pathways for getting started and practical suggestions for implementation into different school environments. Across these examples, readers will: understand the essence of Lesson Study, considered as CLR, and its important features be advised what participants in CLR should expect to do (observing research lessons, designing lessons, teaching research lessons, facilitating post-lesson discussion, etc.) and provide guidance and support with this enactment be advised on how to develop, embed, and sustain CLR communities preview potential outcomes over time from undertaking CLR Research lesson proposals and plans to support readers in understanding CLR are also included. Ideal for practicing teachers, teacher leaders, teacher educators, and professional developers involved in mathematics teaching, this book offers first-of-its-kind entry points for CLR. Its combination of theory and practice will empower educators to implement this increasingly popular vehicle for understanding students’ learning of mathematics.
Author: Akihiko Takahashi
Publisher: Taylor & Francis
ISBN: 1000958566
Category : Education
Languages : en
Pages : 237
Get Book Here
Book Description
This resource provides mathematics educators with tools for conducting Collaborative Lesson Research (CLR), a form of Lesson Study developed out of the original Japanese Lesson Study and intended to improve student and teacher learning. Renowned mathematics education researchers Akihiko Takahashi and Geoffrey Wake bring together educators across the US and UK with first-hand experience using CLR in their schools. Readers will learn the essentials for an impactful Lesson Study directly from the scholars who coined the term, and benefit from the dual perspectives of math education researchers and teachers who have used CLR when reflecting on their own classroom pedagogy. These contributors define CLR and provide examples of successful CLR using real-life case studies, as well as introducing pathways for getting started and practical suggestions for implementation into different school environments. Across these examples, readers will: understand the essence of Lesson Study, considered as CLR, and its important features be advised what participants in CLR should expect to do (observing research lessons, designing lessons, teaching research lessons, facilitating post-lesson discussion, etc.) and provide guidance and support with this enactment be advised on how to develop, embed, and sustain CLR communities preview potential outcomes over time from undertaking CLR Research lesson proposals and plans to support readers in understanding CLR are also included. Ideal for practicing teachers, teacher leaders, teacher educators, and professional developers involved in mathematics teaching, this book offers first-of-its-kind entry points for CLR. Its combination of theory and practice will empower educators to implement this increasingly popular vehicle for understanding students’ learning of mathematics.
Author: Akihiko Takahashi
Publisher: Routledge
ISBN: 9781032450773
Category :
Languages : en
Pages : 0
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Book Description
This resource provides mathematics educators with tools for conducting Collaborative Lesson Research (CLR).Renowned mathematics education researchers Akihiko Takahashi and Geoffrey Wake bring together educators across the US and UK with first-hand experience using CLR in their schools.
Author: Rosa Archer
Publisher: Taylor & Francis
ISBN: 1003804349
Category : Education
Languages : en
Pages : 203
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Book Description
This practical workbook assists school-based mentors of mathematics teachers to develop their mentoring skills, offering mentors the essential guidance needed in order to effectively support trainee or newly qualified secondary mathematics teachers, as well as in their overall career development. Offering tried and tested strategies based on research and evidence, Mentoring Mathematics Teachers in the Secondary School covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback sheets, observation sheets, case studies, sample dialogues and other learning activities and exercises. Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding mathematics teachers, whether in teacher training or as newly qualified or early-career teachers. Key topics explored include: Roles and responsibilities of mentors within mathematics education, and understanding yourself as a mentor The mentor–mentee relationship, and helping develop a beginning teacher’s identity Supporting specific aspects of beginning mathematics teachers’ knowledge, skills and understanding, including developing reflective practice, lesson planning and mathematical misconceptions Strategies for observation and analysis of lessons, marking, assessment and the use of data Mentoring for long-term career and teacher development Filled with the key tools needed for the mentor’s individual development, Mentoring Mathematics Teachers in the Secondary School offers an accessible and practical guide to mentoring trainee teachers and early-career teachers with ready-to-use strategies that support, inspire and elevate both mentors and teachers alike. This book also includes an online eResource offering downloadable resources and web-based training material.
Author: Peter Dudley
Publisher: Routledge
ISBN: 1134460414
Category : Education
Languages : en
Pages : 178
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Book Description
This book introduces readers to the development of Lesson Study (LS) in the UK, making historical connections to the growth of Lesson Study in Japan, East Asia, the US and Europe. It explains how to conduct LS in schools and educational institutions, providing examples of compelling, externally evaluated impact outcomes for both primary learners and teacher learners, and vivid exemplars of LS in action across age ranges and curricular contexts. Each chapter presents international research outcomes that clearly demonstrate how and why LS has a place within teacher learning approaches that have the greatest impact and the greatest capacity building potential for creating outstanding teaching. This is supported by primary research evidence, and linked with contemporary and recent high quality research worldwide into pupil learning, teacher learning, school improvement and system improvement. The book illustrates the diverse application of LS for innovating or transferring highly effective practices in a variety of contexts to boost learning for children with a range of challenges and specific needs. Lesson Study provides a global perspective on the development of LS worldwide, exploring its impact on innovation, creativity, curricula and achievement in a variety of contexts. It will be of key interest to practitioners in schools and teacher education institutions, researchers, and policy and decision-makers at local, national and international levels. The book’s explicit focus on the leadership of local authorities will also make it valuable reading for all leaders of professional development and school improvement.
Author:
Publisher: BRILL
ISBN: 9004419233
Category : Education
Languages : en
Pages : 427
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Book Description
This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors looked back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and looked forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers. Volume 3, Participants in Mathematics Teacher Education, focuses not only on prospective and practicing teachers as learners but also on school colleagues, teacher educators, researchers, and others who work to provide effective learning opportunities for teachers. The emphasis is on describing and analysing participants’ engagement in mathematics teacher education collaborations and contexts from various perspectives. Thus, as the third volume in the series, it further broadens our understanding of the development of mathematics teachers.
Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
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Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Frank K. Lester
Publisher: IAP
ISBN: 160752709X
Category : Education
Languages : en
Pages : 1380
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Book Description
The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics. The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment. Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.
Author: Anthony Edward Kelly
Publisher: Taylor & Francis
ISBN: 1135705836
Category : Education
Languages : en
Pages : 995
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Book Description
The Handbook of Research Design in Mathematics and Science Education is based on results from an NSF-supported project (REC 9450510) aimed at clarifying the nature of principles that govern the effective use of emerging new research designs in mathematics and science education. A primary goal is to describe several of the most important types of research designs that: * have been pioneered recently by mathematics and science educators; * have distinctive characteristics when they are used in projects that focus on mathematics and science education; and * have proven to be especially productive for investigating the kinds of complex, interacting, and adapting systems that underlie the development of mathematics or science students and teachers, or for the development, dissemination, and implementation of innovative programs of mathematics or science instruction. The volume emphasizes research designs that are intended to radically increase the relevance of research to practice, often by involving practitioners in the identification and formulation of the problems to be addressed or in other key roles in the research process. Examples of such research designs include teaching experiments, clinical interviews, analyses of videotapes, action research studies, ethnographic observations, software development studies (or curricula development studies, more generally), and computer modeling studies. This book's second goal is to begin discussions about the nature of appropriate and productive criteria for assessing (and increasing) the quality of research proposals, projects, or publications that are based on the preceding kind of research designs. A final objective is to describe such guidelines in forms that will be useful to graduate students and others who are novices to the fields of mathematics or science education research. The NSF-supported project from which this book developed involved a series of mini conferences in which leading researchers in mathematics and science education developed detailed specifications for the book, and planned and revised chapters to be included. Chapters were also field tested and revised during a series of doctoral research seminars that were sponsored by the University of Wisconsin's OERI-supported National Center for Improving Student Learning and Achievement in Mathematics and Science. In these seminars, computer-based videoconferencing and www-based discussion groups were used to create interactions in which authors of potential chapters served as "guest discussion leaders" responding to questions and comments from doctoral students and faculty members representing more than a dozen leading research universities throughout the USA and abroad. A Web site with additional resource materials related to this book can be found at http://www.soe.purdue.edu/smsc/lesh/ This internet site includes directions for enrolling in seminars, participating in ongoing discussion groups, and submitting or downloading resources which range from videotapes and transcripts, to assessment instruments or theory-based software, to publications or data samples related to the research designs being discussed.
Author: Lyn D. English
Publisher: Routledge
ISBN: 1135192766
Category : Education
Languages : en
Pages : 942
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Book Description
This book brings together mathematics education research that makes a difference in both theory and practice - research that anticipates problems and needed knowledge before they become impediments to progress.
Author: Gabriele Kaiser
Publisher: Springer
ISBN: 3319625977
Category : Education
Languages : en
Pages : 735
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Book Description
This book is open access under a CC BY 4.0 license. The book presents the Proceedings of the 13th International Congress on Mathematical Education (ICME-13) and is based on the presentations given at the 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 brought together about 3.500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. Directly before the congress activities were offered for 450 Early Career Researchers. The proceedings give a comprehensive overview on the current state-of-the-art of the discussions on mathematics education and display the breadth and deepness of current research on mathematical teaching-and-learning processes. The book introduces the major activities of ICME-13, namely articles from the four plenary lecturers and two plenary panels, articles from the five ICMI awardees, reports from six national presentations, three reports from the thematic afternoon devoted to specific features of ICME-13. Furthermore, the proceedings contain descriptions of the 54 Topic Study Groups, which formed the heart of the congress and reports from 29 Discussion Groups and 31 Workshops. The additional important activities of ICME-13, namely papers from the invited lecturers, will be presented in the second volume of the proceedings.
