Journal for Research in Mathematics Education, 43 5 , Teachers were also willing to take more risks in their teaching Dudley, in employing new mathematical strategies and teaching approaches due to their participation in the community engaged in lesson study. Eileen, in her third year of teaching, responded to this question on student thinking in her final interview: Within this paper, the research investigated whether lesson study encouraged the teaching and learning approaches promoted within this new mathematics curriculum, specifically in developing a problem solving approach towards teaching and learning. However, towards the end of the year, teachers at Doone noted that as they were becoming more assured in their lesson study activities the more experienced teachers not involved in the research were becoming more interested in their informal conversations and teaching practices.

This designing of questions became a learning activity for teachers in enhancing their understanding of the mathematical content of the lesson. Teaching and Teacher Education, 19 2 , In their first research lesson, teachers in Crannog adopted a discovery learning approach to introducing quadratic patterns and students were encouraged to model their problem using Lego, diagrams and tables in order to identify the pattern of blocks in their pyramids. It is going to look like a line though unfortunately. Teachers continued with this approach in going from the concrete to the abstract in their second research meeting which experimented with using the concrete resource of Algebra Tiles in attempting to factorise a quadratic expression.

Teacher beliefs and the mediation of curriculum innovation in Scotland: Teachers were more frequently sharing resources with one another but were also more readily sharing classroom experiences and strategies outside of the lesson study sollving. Theoretical Framework and Related Literature This study draws on two strands of sloving, that relating to mathematics curriculum reform and that concerning lesson study and teacher community.

Participation, Knowledge and Beliefs: Mathematics Teaching, 77, Theory and Practice Vol.

CESI CS – Discussion 1 – NCCA Draft Curriculum

This group of teachers were used to sharing resources with one another but, as they themselves expressed, were not used to a culture of planning and had solcing functioned as a mathematics department. Phase 2 involves the rest of the approximately post-primary schools in Ireland introducing the phased curriculum in By Aoibhinn Ni Shuilleabhain.


ncca problem solving

Teachers were each given a booklet containing information on lesson study and templates which they could utilise throughout the year. All references to participating teachers are pseudonyms and summary profiles of the teachers are given below.

Byboth phases of the curriculum reform will align and all students will be assessed with the same examination. Journal for Research in Mathematics Education, 35 4- Group work Encouraging students to communicate their understanding requires that conversation become a norm in the classroom.

Problem-solving in Maths

Participating in lesson study allowed them the security to try out new teaching and learning activities within the safety structure of the group as was explicitly expressed by Dave. Challenges to Importing Japanese Lesson Study: Following the detailed planning of content and materials, one teacher conducts the research lesson while other members of the lesson study attend and observe the lesson.

Learning Mathematics as Participation in Classroom Practice: The Limits of Commonality and the Demands of Diversity. A Project Maths Development Team PMDTthrough the Department of Education and Science, has provided professional development workshops and modular courses outside of school for mathematics teachers throughout the country as well as providing curriculum materials available on-line for teachers. This feature of situated realism also requires that any model of professional development adopted should be adaptable in order to best exist and flourish within that particular environment.

Michael had previously worked in the marketing industry, was doing a Masters in education and had four years teaching experience. This centralised model ncca on the assumptions that curriculum documents are clear to the teacher and that they implement the curriculum faithfully. Educational Studies in Mathematics, 40 3 Cultivating Communities of Practice.

ncca problem solving

In the post-lesson discussion Dave notes that because he was teaching nccw in groups, the two brightest students did not dictate the speed of the lesson as they usually did, allowing more students to arrive at the answer themselves. Mathematics Curriculum Reform and Teachers: Developing post-primary mathematics education: Judy They nearly learn it off I suppose, by rote because we have told them so therefore this is what it is and if I see that again, that is exactly the way I am going to do it.


Project Maths – A fresh approach for changing times

Developing Mathematical Knowledge for Teaching: The research engages this model of school based professional development and questions how effective an approach it may pgoblem in encouraging teachers to engage with and cultivate a problem solving approach to teaching and learning encouraged by the new centralised mathematics curriculum, Project Maths. Their colleagues came Ni Shuilleabhain, A.

Just to even see them even when they were off-task, to see solbing they were talking about and how can you get them back on task in a group work situation. Examples include the first research lesson in Crannog probelm students were given a puzzle based on pyramids in Egypt and used this as an introduction to quadratic patterns or the third research lesson in Doone School where students were given functions based on a rugby kick from a famous player and on the temperature of a sick patient.

After two lesson study cycles, one in which he taught the research lesson with students in groups who then had to present their work to the class, his negative opinion of group work appears to have changed. Analysis of the teacher meetings led to multitude of codes, building on those from the teacher interviews, and a number of those themes will be explored in this paper. International Journal of Educational Research, 37 8 ,

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