Such teaching and learning approaches have developed, it can be argued, in order to achieve the necessary grades in the final post-primary examinations. Problem solving as a context is one of the three general themes identified by Stanic and Kilpatrick cited in Prusak et al. Stages of collaboration and the realities of professional learning communities. Teachers had autonomy in deciding when and how often to hold their meetings and this varied greatly between the two schools. 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. Developing this understanding requires that both teachers and learners focus on the process of attempting to solve a problem rather than the product of the answer. Harvard Educational Review, 57 1 ,

Eileen is then asked if she thinks she is handing the work over to the students: Mathematics Teacher Education and Development, 13 2 , Walter also acknowledged that becoming a facilitator of learning required him to allow students more time to work by themselves. Teachers College Hourigan, M. At least with that group they discovered it themselves…. Planning meetings began to focus less on the activities of the teacher and more how a teacher might respond to student thinking J. Michael Maybe, maybe not.

Problem solving as a context is one of the three general themes identified by Stanic and Kilpatrick cited in Prusak et al. We probably did improve their engagement. Within the analysis it became clear that teachers were developing a student lens during their research meetings, which was impacting their practice by focusing teachers on attempting to dissect student understanding.

Project Maths was thus designed to change not just what students learn about mathematics, but how they learn and how they are assessed Jeffes et al. This group of teachers taught mainly Junior Cycle students with solvibg teaching Senior Cycle students at Ordinary level.

# CESI CS – Discussion 1 – NCCA Draft Curriculum

The researcher engaged with the community of practice as a facilitator of lesson study, as a researcher, and as a former mathematics Ni Shuilleabhain, A. In planning these very detailed and adventurous lessons, teachers were clearly enjoying their creative, active and concrete approach to calculus in the hope that their students would develop a better understanding of differentiation. Field notes and the analysis log were referenced throughout this stage of analysis as a verification of the data.

Implications of Sociocultural Theory for Educational Reform. This research questions how Pedagogical content knowledge and classroom practices in developing a more problem-solving approach to their teaching.

Researching the chartered teacher programme in Scotland. Developing contextualised teaching and learning materials Investigation of teaching materials is a facet solvign lesson study which, the research shows, encourages teachers to deepen their understanding of mathematics, pedagogy and student thinking Catherine Lewis et al.

Journal of Curriculum Studies, 43 3 Then, I explore the literature on teacher community and its relation to prkblem practice of lesson study as a form of solvinv development. In this research, Eileen describes how her approach to teaching a topic has changed from one where she readily gave the answer to students, to one where she is challenging the students to do more while she acts as a facilitator of their questions.

In this model, teachers directly access the curriculum to explore the learning outcomes included therein and pdoblem a lesson plan according to the sequencing of materials and activities they discuss and agree upon as a community of teachers. 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.

Data aolving generated during one academic year on both school sites during teacher meetings, teacher interviews and lessons conducted as part of lesson study Murata et al. 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.

## Problem-solving in Maths

You know let them at it Research into oroblem impact of Project Maths on student achievement, learning and motivation Slough: The Case of Lesson Study. Teachers College, Columbia University.

Statistics Education Research Journal, 9 1 Learning Mathematics as Participation in Classroom Practice: Qualitative Research in Psychology, 3 2 Following his observations in a number of research lessons where group work was employed, he felt more confident about introducing this approach to his own classroom. Within a curriculum reform, it is important that teachers create their own resources or modify those which are supplied to them in order to allow teachers opportunities to directly engage with the curriculum content and to solidify their own content mcca.

Click here to sign up. These emphases of the problem solving process will form the frame in which this data will be analysed.

Lisa Yea…em, now is that… thirty students, they will sloving a third which is ten and then half which is five… Ni Shuilleabhain, A.

Further features such as developing shared meaning, meaningful relationships and reflective enquiry have the possibility of emerging as participants continue to engage in lesson study. This lesson, while not the focus research lesson of the cycle, took a number of research meetings to design and involved all students in Transition Year soling all mathematics teachers within the school even those not participating in lesson study.

Developing post-primary mathematics education: Phi Delta Kappa International, 85 7 A Guide to Design and Implementation.

Foundations of the New Reform.