Learning from lessons: Teachers' insights and intended actions arising from their learning about student thinking

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Roche, Anne, Clarke, Douglas McLean, Clarke, David and Chan, Ching Esther. (2016). Learning from lessons: Teachers' insights and intended actions arising from their learning about student thinking. In B. White, M. Chinnappan and S. Trenholm (Ed.). 39th Annual Conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 560 - 567
AuthorsRoche, Anne, Clarke, Douglas McLean, Clarke, David and Chan, Ching Esther
Abstract

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.

Year2016
PublisherMathematics Education Research Group of Australasia
Web address (URL)https://www.merga.net.au/publications/counter.php?pub=pub_conf&id=2770
Publisher's version
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Controlled
Book titleOpening Up Mathematics Education: Research Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia
Page range560 - 567
ISBN9781920846299
Research GroupSchool of Education
Place of publicationAustralia
EditorsB. White, M. Chinnappan and S. Trenholm
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