Now showing 1 - 10 of 29
  • Publication
    Investigating the longitudinal impact of participating in school-based lesson study on mathematics teachers' professional community
    (Institute of Education, Dublin City University, 2019-10-11) ; ;
    Teacher professional communities have recently figured among the most influential factors for supporting teachers in their learning and in enacting educational change in schools. While lesson study has been documented as a means to support the development of such communities, previous studies have not addressed the sustainability of the professional communities which emerge. In this study, we follow-up with six mathematics teachers from two post-primary schools in the Republic of Ireland, who engaged in school-based lesson study in 2012/13, in order to investigate the long-term impact on their teacher professional community. Our findings indicate that the mathematics teachers in both schools had developed a predominantly mature professional community during their participation in lesson study in 2012/13. Moreover, we find that six years on, the community has been sustained in one school and further strengthened in the other. These findings suggest that lesson study may be a viable model to develop and sustain mathematics teachers’ professional communities in the long-term.
  • Publication
    Analyzing teacher learning in lesson study: mathematical knowledge for teaching and levels of teacher activity
    In this paper, we analyze and detail the knowledge incorporated by mathematics teachers in their participation in lesson study. Utilizing an extended theoretical framework of mathematics teacher knowledge, combining the cognitive frameworks of Mathematical Knowledge for Teaching and Levels of Teacher Activity, we detail the knowledge articulated in teachers’ collaborative lesson study conversations. "is theoretical framework is presented as a theoretical tool to detail the incorporation of mathematics teachers’ knowledge in planning, conducting, and reflecting on research lessons in lesson study. Using data generated in two case studies, one from the Republic of Ireland (post-primary) and another from Switzerland (primary), we examine the knowledge articulated by mathematics teachers in their planning and reflection of a research lesson. We detail this knowledge using qualitative excerpts and provide quantitative analysis of the knowledge categories incorporated by teachers in each phase of a lesson study cycle. Our analysis provides evidence that, in their participation in lesson study, teachers draw on and incorporate all elements of their mathematical knowledge for teaching at all levels of teacher activity when planning and reflecting on a research lesson.
  • Publication
    Analysing mathematics teacher learning in Lesson Study - a proposed theoretical framework
    The purpose of this paper is to analyse mathematics teacher knowledge incorporated during one cycle of lesson study. Analysis is undertaken utilising an extended framework which combines both the theoretical frameworks of Mathematical Knowledge for Teaching (Ball et al., 2008) and Levels of Teacher Activity (Margolinas et al., 2005). The proposed framework is situated as a tool to detail and analyse the use of mathematics teacher knowledge in planning, conducting, and reflecting on research lessons in a lesson study cycle in a primary-school case study in Switzerland.
  • Publication
    What elements of a community help undergraduates gain confidence?
    Women's underrepresentation in the field of physics continues to be an issue, in part because of the perceptions women may have about their abilities to study physics. In this paper, we will study undergraduate students' perceptions about the required level of competence for studying physics, and how these perceptions may change due to participation in spaces that support competence building. We use a mixed methods approach to look at survey responses collected from students on the Foundations of physics course at University College Dublin, and interviews with physics undergraduate facilitators of an informal program that explore the overlaps of physics and music. We hypothesise, that female students perceive the required level of competence to study physics to be higher than male students. We propose that providing formal and informal spaces that support competence building will improve undergraduate students' perceptions of their competence to study physics.
  • Publication
    Lesson Study Introductory Booklet
    (Professional Development Service for Teachers, 2018-01) ;
    Lesson study is a model of professional development which supports teacher learning through collaboration. Lesson study consists of a cycle of phases, where a group of teachers work together to plan, conduct, observe and reflect on a research lesson. Through these phases, teachers share their knowledge and experience and have opportunity to collaboratively identify, trial and reflect on new practices. By participating in lesson study, teachers become researchers of their own practice through their investigation of innovative pedagogical approaches, with careful consideration of pupil learning. Teachers who have participated in lesson study have noted positive changes in their classroom practices and in their collaborations with colleagues. Research has also indicated that participation in lesson study has the potential to positively impact pupil learning, develop teacher knowledge and build teacher community (Lewis & Perry, 2017; Ni Shuilleabhain & Seery, 2017; Lieberman, 2009).
  • Publication
    A Review of Applied Mathematics
    (Irish Applied Mathematics Teachers Association, 2015-12) ;
    Applied Mahtematics is a subject which deals with problmes arising inthe physical, life, and social sciences as well as in engineering and provides a broad body of knowledge for use in a wide spectrum of research and insdustry. Applied Mathematics is an important school subject which builds students' mathematical and problem solving skills. The subject has remained on the periphery of school time-tables and, without the commitment and enthusiasm of Applied Maths teachers, would likely be omitted from most school curricula.
  • Publication
    Developing mathematics teachers' pedagogical content knowledge through iterative cycles of lesson study
    (Congress of European Research in Mathematics Education (CERME), 2015-02-08)
    This research presents features of knowledge of content and students (KCS) and knowledge of content and teaching (KCT) as empirical evidence of mathematics teachers' pedagogical content knowledge (PCK) utilised and enhanced through their participation in iterative cyclesof lesson study. Over the course of one academic year, twelve teachers in two secondary schools engaged in this research as a double case study of teacher learning within a lesson study community. Qualitative data was generated through audio recordings of teacher meetings and through multiple teacher interviews. Dialogue within the lesson study communities was mapped to a framework of PCK as proposed by Ball, Thames and Phelps (2008). Results of this study find empirical evidence ofthe features of KCS and KCT in teachers' planning and reflection conversations and demonstrate teacher learning over iterative cycles of lesson study.
  • Publication
    Investigating Cognitive demand of Higher-level Leaving Certificate Mathematics Examination Tasks Pre- and Post- Curriculum Reform
    (Institute of Education, Dublin City University, 2019-10-11) ; ;
    In 2010 the phased introduction of the new Project Maths curriculum began in post-primary schools in Ireland. This new curriculum aimed to enable students to develop problem-solving skills by providing relevant, contextual applications of mathematics, while simultaneously increasing the levels of cognitive demand required of students. This research aims to investigate whether the levels of cognitive demand required to complete tasks in the Leaving Certificate Higher-level mathematics examinations changed as a result of the curriculum reform. The methodology of this research includes the systematic analysis of Leaving Certificate examination tasks, from 2007 to 2017, using an adaptation of the Stein and Smith (1998) task analysis framework. Using this framework, tasks were classified as being of high- level or low-level cognitive demand. Analysis of the data collected suggests that a statistically significant increase in the levels of high-cognitive demand tasks did occur following the curriculum reform. Our findings are discussed in relation to two recent studies that used different frameworks to examine the cognitive demand of tasks in post-primary mathematics.
  • Publication
    Developing Problem-solving Approaches to Teaching: Theory and Practice
    George Polya’s book, How to solve it (1945), is likely to have been one of the first books to focus on building students’ skills as problem solvers. Polya, a Hungarian professor of mathematics, realised that it was not sufficient that his students knew their mathematical facts--they also needed to have a relational understanding of the subject in order to use mathematics as a tool. While Polya’s book has provided much food for thought for mathematics educators at all levels throughout the decades, the legacy of his writing is in defining a heuristic or framework for students to solve problems.
  • Publication
    Developing pedagogical content knowledge in initial teacher education: Lesson study and peer assisted tutoring
    (Dublin City University, 2018-07-26) ;
    Learning to teach is a long-term and complex enterprise (Morris, Hiebert, & Spitzer, 2009). In their commentary on initial teacher education (ITE), Hiebert, Morris, and Glass (2003) suggest that programmes are more valuable when they support pre-service teachers to acquire the tools they will need to learn to teach, rather than focus on achieving complete and polished competencies of high-quality teaching. Peer-assisted tutoring and lesson study are models which can build pre-service teachers’ awareness of the knowledge and skills required to teach, while also providing them with tools to continue their path as life-long learners (Amador & Carter, 2018). In this paper, we will discuss the incorporation of these two models, conducted in tandem during one semester, in the third year of a concurrent, undergraduate ITE programme in Science and Mathematics. Seven pre-service teachers volunteered to participate in this research and qualitative data, generated through planning documents and weekly reflections, was analysed utilizing the Mathematical Knowledge for Teaching framework (Ball, Thames, & Phelps, 2008). Findings suggest that due to their participation in peer-assisted tutoring and lesson study, these pre-service teachers developed important skills in noticing and reflection as part of their repertoire of learning to learn to teach. Furthermore, findings suggest a development of their knowledge of content and teaching (KCT) and knowledge of content and students (KCS) over the course of the semester. This research may provide useful insight for ITE providers and teacher educators.