Volume
7
Issue
2-3
Abstract
This paper presents qualitative evidence to answer the questions, “What are the outcomes of engaging pre-service and in-service teachers in a collaborative lesson study experience” and “How can the outcomes of this experience inform future ways to include preservice teachers in lesson study?” The data gathered demonstrate that including pre-service teachers in lesson study can introduce them to lesson-building as a process and cross-grades teacher collaboration. It can give them opportunities to be critical thinkers in the context of mathematics education and encourages them to think as teachers. One weakness the pre-service teachers demonstrated was an incomplete understanding of the appropriate use of technology in algebra. Consideration of prior knowledge and anticipation of student responses was lacking among both pre-service and in-service teachers. Overall, the data show that pre-service teachers can contribute to the lesson study process as researchers.
First Page
391
Last Page
400
Recommended Citation
Burroughs, Elizabeth A. and Luebeck, Jennifer L.
(2010)
"Pre-service Teachers in Mathematics Lesson Study,"
The Mathematics Enthusiast: Vol. 7
:
No.
2
, Article 15.
DOI: https://doi.org/10.54870/1551-3440.1196
Available at:
https://scholarworks.umt.edu/tme/vol7/iss2/15
Digital Object Identifier (DOI)
10.54870/1551-3440.1196
