Teacher educator learning to implement equitable mathematics teaching using technology through lesson study

IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH International Journal for Lesson and Learning Studies Pub Date : 2023-11-14 DOI:10.1108/ijlls-05-2023-0049
Rongjin Huang, Christopher T. Bonnesen, Amanda Lake Heath, Jennifer M. Suh
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Abstract

Purpose This paper examines how mathematics teacher educators (MTEs) learn to enact equitable mathematics instruction using technology through lesson study (LS). Design/methodology/approach A LS team with three MTEs conducted three iterations of LS on teaching the Pythagorean Theorem in an in-person, technology-mediated environment. Many forms of data were collected: Desmos activities, videos of research lessons (RLs), videos of MTE RL debriefings, artifacts of student learning in the Desmos Dashboard, and MTEs' written self-reflection. The authors investigate the teacher educators' learning through LS by analyzing the MTE debriefings of the RLs using Bannister’s (2015) framework for teacher learning in communities of practice. Findings The MTEs learned to enact equitable mathematics instruction using technology through addressing emerging issues related to intellectual authority and use of student thinking. Throughout the LS, the MTEs sought ways of promoting students' mathematical authority and using student thinking through features of the Desmos platform. Research limitations/implications This study focuses on MTEs' learning without examining participating preservice teachers' learning. It demonstrates the benefits of LS for MTEs' professional learning. Practical implications This study showcases how a research-based Desmos activity is used and refined to promote MTE learning how to implement equitable mathematics instruction. Originality/value The study contributes to better understanding of how LS could be used to develop MTEs' professional learning. Moreover, the dual process of participation and reification was concretized through diagnostic and prognostic frames in the LS context, which enriches the concept of community of practice.
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教师教育学习通过课堂学习运用技术实施公平数学教学
目的探讨数学教师教育工作者(mte)如何通过课程研究(LS)学习利用技术制定公平的数学教学。设计/方法/方法一个拥有三个mte的LS团队在面对面的、以技术为媒介的环境中进行了三次LS迭代,以教授毕达哥拉斯定理。收集了多种形式的数据:Desmos活动、研究课程视频(RLs)、MTE RL汇报视频、Desmos仪表板中学生学习的工件以及MTE的书面自我反思。作者使用Bannister(2015)的实践社区教师学习框架,通过分析rl的MTE述职报告,调查了教师教育者通过LS学习的情况。通过解决与知识权威和使用学生思维有关的新问题,mte学会了利用技术制定公平的数学教学。在整个LS中,mte寻求通过Desmos平台的特点来提高学生的数学权威和利用学生思维的方法。研究局限/启示本研究关注的是在职教师的学习,而没有考察参与的职前教师的学习。它展示了LS对mte专业学习的好处。本研究展示了如何使用和改进基于研究的Desmos活动来促进MTE学习如何实施公平的数学教学。独创性/价值本研究有助于更好地理解如何利用LS来发展mte的专业学习。此外,参与和具体化的双重过程在LS语境中通过诊断和预测框架具体化,丰富了实践共同体的概念。
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来源期刊
International Journal for Lesson and Learning Studies
International Journal for Lesson and Learning Studies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
46.20%
发文量
37
期刊介绍: The first journal of its kind, The International Journal for Lesson and Learning Studies publishes lesson and learning studies that are pedagogically aimed at improving the quality of teaching and learning in formal educational settings. These studies may take the form of action research, design experiments, formative evaluations or pedagogical research more generally that is designed to foster a democratic, discursive and action orientated inquiry process. The editorial objective of the journal is to promote interdisciplinary and cross-national collaboration between groups of teacher educators, educational researchers and schoolteachers. The International Journal for Lesson and Learning Studies (IJLLS) is the official journal of the World Association of Lesson Studies (WALS). WALS is an association of educational researchers and teaching professionals from various countries in the world who are dedicated to educational research that focuses directly on improving the quality of learning in classrooms and other formal learning environments through pedagogical experiments or action research.
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