How Lesson Study Improves Equitable Mathematics Teaching Using Technology in a Preservice Teacher Education Course (Poster 6)

• In Event: Lesson Study Transforms Education and Optimizes Learning

Abstract

To prepare pre-service teachers to implement equitable and ambitious mathematics teaching (NCTM, 2019), they should be provided with the same learning experience in their courses (AMTE, 2017). This study reported how a lesson study (LS) team at a university explored the implementation of equitable mathematics teaching using technology in a geometry course and the effect of this LS on classroom teaching, instructional product and pre-service teacher learning. The frameworks of equitable and ambitious mathematics teaching (NCTM, 2019) and equity-centered transformative technology (Suh et al., 2022) were used to guide this LS. The LS were implemented in three iterations in different classes. The data including Desmos activity, videos of research lesson and debriefs, pre-, post-assessment, and post lesson study students’ reflection were collected. The data analysis indicated that along with the refinement of the Desmos activity over lessons, the class teaching was toward focusing on student’s authority of discovering and justifying their conjectures and eliciting and using students’ thinking by using the anonymization’s function and Dashboard activity. The pre-service teachers learned the differentiation between proof and refutation, and justification of the Pythagorean theorem. They also realized the power of using technology to implement equitable mathematics teaching and hoped to explore further.

References
Association of Mathematics Teacher Educators. (2017). Standards for preparing
teachers of mathematics. Information Age Publishing. http://amte.net/standards
National Council of Teachers of Mathematics. (2019). Catalyzing change in high school.
NCTM.
Suh, J., Roscioli, Kl, Leong, K., & Tate, H. (2022). Transformative Technology for
Equity-centered Instruction. In E. Langran (Ed.), Proceedings of Society of Information Technology & Teacher Education International Conference (pp. 1559-1567). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 10, 2022 from https://www.learntechlib.org/primary/p/220920?/

Authors

• Rongjin Huang, Middle Tennessee State University

• Dovie L. Kimmins, Middle Tennessee State University

• Christopher Bonnesen, Middle Tennessee State University