So, to start off, when you multiply something by one, nothing happens, but what happens if we multiply by a fraction greater than one? Throughout the lesson study cycles in both schools, it was apparent that teachers felt it necessary to try and contextualise questions for students in order to make topics more interesting and engaging for students, a feature particularly relevant to the Project Maths curriculum. British Educational Research Journal, 38 3 , Michael says emphatically to the group that what matters to him is that the students understand what is happening when they are multiplying a number by a fraction and his colleagues agree. In the post-lesson discussion Dave notes that because he was teaching them 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.
This approach is also made explicit in the curriculum where students should be encouraged to develop a range of problem solving strategies such as using diagrams, modelling and looking for patterns concrete applications in developing their relational understanding NCCA, b, c. Teachers in phase 2 schools were also offered professional development workshops but while they had access to an RDO, they were not afforded the same access and support that phase 1 schools initially enjoyed. Project Maths not only implies changes to curriculum content, but also changes to teaching and learning approaches within the classroom. 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. While the culture in Crannog may not have been dramatically changed teachers were already comfortable with working with one another , the teacher community developed in their interactions with one another. Learning to think Mathematically:
Teaching and Teacher Education, 19 2 Current Irish post-primary school infrastructure is comprised of curricular departments, structured in varying degrees of organisation and collaboration according to the school. Educational Researcher, 15 2 Owen had one year of teaching experience and was doing a post-graduate course in mathematics in order to be recognised by the state as a probllem mathematics teacher.
Project Maths – A fresh approach for changing times
Developing post-primary mathematics education: A Community Perspective on Mathematics Learning. National Foundation for Educational Research.
More teachers were favourable to incorporating group work within their lessons and encouraged more Ni Shuilleabhain, A. Havard Business School Publishing.
The objective of this research is to introduce a model of sustainable, school-based professional development to mathematics teachers which will enhance their pedagogical content knowledge and classroom practices in relation to a new mathematics curriculum. This research questions how Pedagogical content knowledge and classroom practices in developing a more problem-solving approach to their teaching.
Problem-solving in Maths
Mathematics Teaching, 77, A Review of the Literature. Teacher Meetings Teacher meetings were held at times that were convenient to participating teachers.
Walter also acknowledged that becoming a facilitator of learning required him to allow students more time to work by themselves.
Relational Understanding and Instrumental Understanding. Participation, Knowledge and Beliefs: Facilitator of learning Initially, while teachers were aware of the approaches encouraged by the Project Maths slving, many teachers in both schools were still following a didactic approach within their classroom and had shied away from becoming a facilitator of learning within their teaching.
The length of meetings varied often in Crannog where a common suitable period was difficult to arrange for teachers. Not to get bogged down in one group. These codes were collected into themes and the research meetings were again analysed using this same coding system. Tracing the effects of teacher inquiry on classroom practice.
Learning Mathematics as Participation in Classroom Practice: Michael had previously worked in the marketing industry, was doing a Masters in education and had four years teaching experience. Walter initially alluded to this during the reflection peoblem of research lesson one and it appeared to have continued to influence his practices. Professional Learning in the Learning Profession: Analysis of peoblem teacher meetings led to multitude of codes, building on those from the bcca interviews, and a number of those themes will be explored in this paper.
Teachers College Hourigan, M.
CESI CS – Discussion 1 – NCCA Draft Curriculum
Teaching and Teacher Education, 24 1 This research lesson also utilised Project Maths curriculum materials PMDT, resources providing contextualised questions but modified them to better suit solvign particular lesson objective and student ability.
A review of traditional patterns and an exploration of future practices. Teachers in Crannog also reported that they were depending less on textbooks as a teaching tool. It was from the top down as well These lessons were a prerequisite to the research lesson focusing on providing students with a context and understanding of finding the limit of a function. Eileen Well I suppose it was something that we always thought solvng when we were planning our lessons and it was something that we planned jcca, that if this goes too quickly we’ll do this or if they don’t get it we’ll go at it this way or, you know, we always planned for the eventuality, so, I suppose I do that on my own now.
Mathematics Education in Europe: Probldm lesson plan template supplied to teachers at the beginning of the research asked teachers to anticipate student questions and student responses throughout the research lesson.