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 PROFESSIONAL DEVELOPMENT THROUGH LESSON STUDY: PROSPECTIVE MATHEMATICS TEACHERS’ KNOWLEDGE FOR TEACHING VARIABILITY IN STATISTICAL GRAPHS
Tác giả hoặc Nhóm tác giả: Nguyen Thi Ha Phuong, Tran Kiem Minh
Nơi đăng: Proceedings of the 2nd International Conference on Innovation in Learning Instruction and Teacher Education - ILITE 2021; Số: ILITE 2021;Từ->đến trang: 228-245;Năm: 2021
Lĩnh vực: Giáo dục; Loại: Bài báo khoa học; Thể loại: Quốc tế
TÓM TẮT
ABSTRACT
Preparing the mathematical knowledge necessary for teaching for prospective
mathematics teachers (PMTs) is an essential issue in training teachers. This paper discusses the
development of PMTs’ knowledge for teaching variability in statistics through lesson study. More
specifically, we characterized the progress of PMTs’ knowledge for teaching variability on bar
charts and histograms in statistics through an adaptation of the Japanese lesson study.
Regarding the research method, we firstly used a pre-test based on the categorization of teachers’
knowledge for teaching developed by Ball, Thames & Phelps (2008) to evaluate PMTs’ knowledge
of teaching data variability from bar graphs and histograms. We then implemented a lesson
study cycle to develop their professional knowledge. During this lesson study cycle, PMTs worked
collaboratively with the researchers to “plan, do and see” the lesson. The findings indicated that
Vietnamese PMTs’ knowledge for teaching variability, especially their specialised content
knowledge, knowledge of content and students, knowledge of content and teaching, has
improved progressively through the participation in a lesson study cycle. The results also showed
how the lesson study could be effectively adapted to initial teacher education in Vietnam to
develop PMTs’ professional knowledge.
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