Case of Preservice Elementary Mathematics Lesson Study: Teacher Visions and Learning Process to Teach

• In Event: Pedagogies of Teacher Education to Achieve Diverse Aims of Teacher Prep

Abstract

This study investigated the learning process of presservice elementary teachers (PSTs) through lesson study in a mathematics teaching methods course. Lesson study meeting data of kindergarten PSTs were analyzed to examine the shifting focus on 1) student collaboration in classroom (vision), 2) teaching practices (making content accessible), and 3) understanding of student thinking of mathematics, in teachers’ talks. The four learning phases were identified in which the PSTs’ vision guided sense-making process, and lesson study provided the structure for the process. Visions can support or distract PSTs’ learning, and learning experiences should guide PSTs to understand how to enact their visions in relationship to classroom practices.

Authors

• Aki Murata, University of Florida

• Anna McGee, University of California - Berkeley

• Tia C. Madkins, University of California - Berkeley

• Judith FAbrega, University of California - Berkeley

• Hee-Jeong Kim, University of Nebraska-Lincoln

• Denny Gillingham, University of California, Berkeley

• Becca L Shareff, UC Berkeley