TY - JOUR
T1 - Learning to teach high school mathematics
T2 - Patterns of growth in understanding right triangle trigonometry during lesson plan study
AU - Cavey, Laurie O.
AU - Berenson, Sarah B.
PY - 2005
Y1 - 2005
N2 - "Lesson plan study" (LPS), adapted from the Japanese Lesson Study method of professional development, is a sequence of activities designed to engage prospective teachers in broadening and deepening their understanding of school mathematics and teaching strategies. LPS occurs over 5 weeks on the same lesson topic and includes four opportunities to revisit one's own ideas and the ideas of others. In this paper, we describe one prospective teacher's growth in understanding right triangle trigonometry as she participated in LPS. This study is part of a much larger study investigating how prospective secondary teachers learn to teach mathematics within the context of LPS. Results of this study indicate that Image Saying, an activity for growth in understanding from the Pirie-Kieren model [Pirie, S., & Kieren, T. (1994). Growth in mathematical understanding: How can we characterize it and how can we represent it? Educational Studies in Mathematics, 26, 165-190], is critical to prospective teachers' growth in understanding school mathematics. Multiple opportunities and contexts within which to share understanding of school mathematics led to significant growth in understanding of right triangle trigonometry which in turn led to growth in understanding of teaching strategies. That is, the results of this study indicate that growth in understanding school mathematics (what to teach) leads to growth in understanding teaching strategies (how to teach) as prospective teachers participate in LPS.
AB - "Lesson plan study" (LPS), adapted from the Japanese Lesson Study method of professional development, is a sequence of activities designed to engage prospective teachers in broadening and deepening their understanding of school mathematics and teaching strategies. LPS occurs over 5 weeks on the same lesson topic and includes four opportunities to revisit one's own ideas and the ideas of others. In this paper, we describe one prospective teacher's growth in understanding right triangle trigonometry as she participated in LPS. This study is part of a much larger study investigating how prospective secondary teachers learn to teach mathematics within the context of LPS. Results of this study indicate that Image Saying, an activity for growth in understanding from the Pirie-Kieren model [Pirie, S., & Kieren, T. (1994). Growth in mathematical understanding: How can we characterize it and how can we represent it? Educational Studies in Mathematics, 26, 165-190], is critical to prospective teachers' growth in understanding school mathematics. Multiple opportunities and contexts within which to share understanding of school mathematics led to significant growth in understanding of right triangle trigonometry which in turn led to growth in understanding of teaching strategies. That is, the results of this study indicate that growth in understanding school mathematics (what to teach) leads to growth in understanding teaching strategies (how to teach) as prospective teachers participate in LPS.
KW - Growth in mathematical understanding
KW - Lesson study
KW - Proportional reasoning
KW - Teacher preparation
KW - Trigonometry
UR - http://www.scopus.com/inward/record.url?scp=20444397031&partnerID=8YFLogxK
U2 - 10.1016/j.jmathb.2005.03.001
DO - 10.1016/j.jmathb.2005.03.001
M3 - Article
AN - SCOPUS:20444397031
SN - 0732-3123
VL - 24
SP - 171
EP - 190
JO - Journal of Mathematical Behavior
JF - Journal of Mathematical Behavior
IS - 2
ER -