Teacher Educator Learning to Implement Equitable Mathematics Teaching Using Technology through Lesson Study

Autor/inn/en	Huang, Rongjin; Bonnesen, Christopher T.; Heath, Amanda Lake; Suh, Jennifer M.
Titel	Teacher Educator Learning to Implement Equitable Mathematics Teaching Using Technology through Lesson Study
Quelle	In: International Journal for Lesson and Learning Studies, 12 (2023) 4, S.315-329 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Rongjin) ORCID (Heath, Amanda Lake) ORCID (Suh, Jennifer M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-8253
DOI	10.1108/IJLLS-05-2023-0049
Schlagwörter	Teacher Educators; Faculty Development; Mathematics Instruction; Curriculum Implementation; Equal Education; Technology Uses in Education; Lesson Plans + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Mathematics lessons; Mathematikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lesson planning; Unterrichtsplanung
Abstract	Purpose: This paper examines how mathematics teacher educators (MTEs) learn to enact equitable mathematics instruction using technology through lesson study (LS). Design/methodology/approach: A LS team with three MTEs conducted three iterations of LS on teaching the Pythagorean Theorem in an in-person, technology-mediated environment. Many forms of data were collected: Desmos activities, videos of research lessons (RLs), videos of MTE RL debriefings, artifacts of student learning in the Desmos Dashboard, and MTEs' written self-reflection. The authors investigate the teacher educators' learning through LS by analyzing the MTE debriefings of the RLs using Bannister's (2015) framework for teacher learning in communities of practice. Findings: The MTEs learned to enact equitable mathematics instruction using technology through addressing emerging issues related to intellectual authority and use of student thinking. Throughout the LS, the MTEs sought ways of promoting students' mathematical authority and using student thinking through features of the Desmos platform. Research limitations/implications; This study focuses on MTEs' learning without examining participating preservice teachers' learning. It demonstrates the benefits of LS for MTEs' professional learning. Practical implications; This study showcases how a research-based Desmos activity is used and refined to promote MTE learning how to implement equitable mathematics instruction. Originality/value: The study contributes to better understanding of how LS could be used to develop MTEs' professional learning. Moreover, the dual process of participation and reification was concretized through diagnostic and prognostic frames in the LS context, which enriches the concept of community of practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01