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A lesson study approach to develop prospective teachers' professional skills - introduction of the equal sign

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Rimma Nyman
Christina Skodras
Eva-Lena Happstadius
Publicerad i Högskolepedagogisk konferens i Göteborg (HKG)
Publiceringsår 2019
Publicerad vid Institutionen för didaktik och pedagogisk profession
Språk en
Länkar https://pil.gu.se/hkg2019
Ämneskategorier Lärande, Pedagogiskt arbete, Didaktik

Sammanfattning

Mathematics teaching is amongst the most complex working tasks for elementary school teachers. As teacher educators, we work towards relevant content and forms of teaching in teacher education. One way is to involve prospective teachers in actively linking theoretical and professional knowledge in practice. In this session we would like to discuss the design of our lesson study in a mathematics course, which is a part of primary teacher education program. Prospective elementary teachers take on the challenge of introducing the equal sign in pre- school class, 5-6 year olds. There are research results on learning and instruction of introductory algebra (e.g Adolfsson Broman, el.al, 2013), showing that teaching the relational understanding of the equal sign is both important and challenging (Stephens, et al., 2013, Hattikudur & Alibali, 2010). Addressing this dilemma, a lesson study approach has been designed, where prospective teachers prepare and evaluate insights from instructional practice in introductory algebra and manage didactical situation in preschool class collaboratively. The lesson study was initiated in 2011 and is developed every term, as a practicum part of a university mathematics course for elementary teachers. The course is on advanced level, in the last term of teacher preparation program. Prospective teachers plan, teach and discuss introduction of the meaning of the equal sign in a lesson study group. A lesson study approach to develop prospective teachers’ professional skills – introduction of the equal sign. The purpose of this session is to discuss and refine the lesson study approach of prospective elementary teachers working with mathematics content in relation to their practice. During the workshop, we would like to discuss how our lesson study can be developed further in order to further support prospective teachers’ professional skills in pre-school class.

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