Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: a case study
Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: a case study
复制标题
采用日语课程研究来加强早期课堂几何和空间推理的教学：案例研究
DOI：
--
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Beverly Caswell
中科院分区：
文献类型：
--
作者：
J. Moss;Zachary C K Hawes;Sarah Naqvi;Beverly Caswell
需要作出更多努力，以满足早年课堂对高质量数学的需求。尽管几何和空间推理对后来的数学成功起到了基础性的作用，但这门课的教学时间不足，而且仅限于静态几何的概念。此外，早年的教师在教授几何和空间推理方面通常既缺乏内容知识，也缺乏信心。我们描述了我们通过一项名为幼儿数学项目的研究倡议来处理这些问题的尝试。该项目结合了设计研究和日语课程研究的有效特征，旨在支持教师开发内容知识和教学几何和空间推理的新方法。我们的专业发展模式的核心是整合四种适应日本课堂学习模式的模式：(1)从事数学研究的教师，(2)设计和进行基于任务的临床访谈的教师，(3)教师和研究人员共同设计和开展探索性课程和活动，以及(4)为其他教育工作者创建资源。我们通过一个专业学习团队的案例研究，展示了我们的方法和适应的结果。我们的结果表明，这种适应在以下方面是有效的：(1)支持教师关于几何和空间推理的内容知识和舒适程度；(2)提高教师对幼儿数学能力的感知；(3)提高教师将高质量的几何和空间推理作为幼儿数学的关键组成部分的意识和承诺；以及(4)为其他教育工作者创造创新资源。最后，我们对我们的结果进行了理论上的考虑和启示。
Increased efforts are needed to meet the demand for high quality mathematics in early years classrooms. Despite the foundational role of geometry and spatial reasoning for later mathematics success, the strand receives inadequate instructional time and is limited to concepts of static geometry. Moreover, early years teachers typically lack both content knowledge and confidence in teaching geometry and spatial reasoning. We describe our attempt to deal with these issues through a research initiative known as the Math for Young Children project. The project integrates effective features of both design research and Japanese Lesson Study and is designed to support teachers in developing content knowledge and new approaches for teaching geometry and spatial reasoning. Central to our Professional Development model is the integration of four adaptations to the Japanese Lesson Study model: (1) teachers engaging in the mathematics, (2) teachers designing and conducting task-based clinical interviews, (3) teachers and researchers co-designing and carrying out exploratory lessons and activities, and (4) the creation of resources for other educators. We present our methods and the results of our adaptations through a case study of one Professional Learning Team. Our results suggest that the adaptations were effective in: (1) supporting teachers’ content knowledge of and comfort level with geometry and spatial reasoning, (2) increasing teachers’ perceptions of young children’s mathematical competencies, (3) increasing teachers’ awareness and commitment for the inclusion of high quality geometry and spatial reasoning as a critical component of early years mathematics, and (4) the creation of innovative resources for other educators. We conclude with theoretical considerations and implications of our results.
影响因子：
4
作者：
Duncan, Greg J.;Claessens, Amy;Duckworth, Kathryn
通讯作者：
Duckworth, Kathryn