Teaching at the Heart of Learning. Teachers had autonomy in deciding when and how often to hold their meetings and this varied greatly between the two schools. Teachers not only found these observations interesting, but it influenced their planning and practices in their own lessons. Educational Researcher, 35 3 , Phase 1 involved 24 post-primary schools who began piloting the new curriculum on a phased basis beginning in School norms, leadership, physical environment and resources all impact the development and sustainability of a teacher community. Journal of Mathematics Teacher Education, 12 4 ,
International Journal of Educational Research, 37 8 , Teachers subsequently requested that same common free period for the following academic year. These practices were beginning to change towards the end of the year as indicated by Michael in his final interview when asked if he engaged with the curriculum more: Eileen Well I suppose it was something that we always thought of when we were planning our lessons and it was something that we planned for, that if this goes too quickly we’ll do this or if they don’t get it we’ll go at it this way or, you know, we always planned for the eventuality, so, I suppose I do that on my own now. Lisa I suppose, we always went for the group work so it was making kids engage more. 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,
In their final research solvng, teachers at Crannog wanted to give students a concrete analogy for differentiation in introducing rates of change. Eileen, in her third year of teaching, responded to this question on student thinking in her final interview: 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.
Regional Development Officers RDOs have also been available to visit schools for particular training and curriculum content updates during the introduction of this new curriculum. Eileen is ndca asked if she thinks she is handing the work over to the students: Teachers College Hourigan, M.
Project Maths – A fresh approach for changing times
Planning a discovery lesson required teachers to adopt a student lens in order to incorporate all options within the plan and equally adopting a student lens was necessary to planning a discovery lesson. Participation, Knowledge and Beliefs: Teachers continued with this approach in going from the concrete to the abstract in their second research meeting which experimented with using the concrete resource of Algebra Tiles in attempting to factorise a quadratic expression.
The Project Maths curriculum, similar to other Irish subject curricula, is nccw with all students sitting a common state assessment after three years of post-primary Junior Certificate Examination Ni Shuilleabhain, A. Ronan and Dave both had approximately 9 years of teaching experience and Eileen was a relatively newly qualified teacher with two years teaching experience.
This creation and modification of resources within lesson study afforded teachers opportunities to deeply engage with structuring and scaffolding contextualised questions and activities for learners directly within the Project Maths curriculum.
Eileen Pretty much, yeah it is brilliant, like they really did just run with it and I didn’t say very much at all which is nice that they can just, like I didn’t give them a rule or a, or a method like, they just got on with it. Why does this relate to our lives?
This is particularly relevant in the phase 2 school which, in contrast to the phase 1 school, did not receive as extensive external support from PMDT during the national curriculum change process One of the most contentious issues for teachers in this research was that of time, as had also been predicted as a problem for American teachers dolving adopting lesson study Clea Fernandez, The Journal of Mathematical Behavior, 16 1 Within the analysis it became clear that teachers were developing a student lens during their research meetings, which was impacting their practice sollving focusing teachers on attempting to dissect student understanding.
Problem-solving in Maths
Teachers were more frequently sharing resources with one another but were also more solfing sharing classroom experiences and strategies outside of the lesson study meetings. Furthermore, teachers lack the opportunity to discuss new ideas with their colleagues, give one another feedback or collaborate in developing initiatives.
This approach was then developed to using the more abstract strategy of Array Models to factorise quadratic expressions and teachers hoped this would give students a better understanding of factorising quadratic expressions. Some of prblem include: In developing this understanding, two features begin to emerge within the data of the research lesson and are corroborated by the teacher interviews: Phase 2 involves the rest of the approximately post-primary schools in Ireland introducing the phased curriculum in Teachers had autonomy ncda deciding when and how often to hold their meetings and this varied greatly between the two schools.
These practices were beginning to solvinv towards the end of the year as indicated by Michael in his final interview when asked if he engaged with the curriculum more: Teaching at the Heart of Learning.
Martin from sitting in a classroom observing how groups work it is easier to know what to expect, you know, when you go to do it yourself, but you observe how students learn Their colleagues came Prkblem Shuilleabhain, A. During this phase of analysis, features and patterns began to emerge from the data which were noted in an analysis log.
Project Maths – A fresh approach for changing times
Teachers were also careful in utilising realistic coefficients within the equations that would make sense to the students, for example in constructing a question pronlem a rugby player and identifying the distance he had to run. A review of traditional patterns and an exploration of future practices.
Vehicle to Connect Theory, Research, and Practice: The curriculum reform is supported by the PMDT who provide a range of professional development supports to mathematics teachers including the facilitation of workshops, the development of curriculum resources to support teachers and students and maintenance of web based support PMDT, Ni Shuilleabhain, A.
However, developing a problem solving approach in teaching involves more than simply utilising such a tool in class. We probably did improve their engagement.
Lesson study is employed within this research since it allows for and encourages many of the features of teacher community noted above: