From Research to Practice: Narrative of a Kindergarten Teacher in a Lesson Study Cycle

• In Event: Mathematics Teacher Education Across Professional Roles

Abstract

We explored how a kindergarten teacher, Carrie, made use of research in her practice while engaged in a lesson study. We conducted a lesson study with three teachers, Carrie, Joe, and Jessica aiming to bring our research about students’ mathematical conceptual change into their classrooms. We took a narrative case study approach to make meaning of what occurred at the beginning (summer professional development), in the middle (planning), and at the end of the lesson study (teaching, reflecting, and revising) as our experiences and teachers’ experiences intersected to improve students’ mathematical learning. The importance of mathematical language from the conceptual change viewpoint resonated with Carrie the most, and she kept wrestling with this idea throughout the lesson study cycle.

Authors

• Mahtob Aqazade, Rice University

• Laura Bofferding, Purdue University