this is the way i use textbooks and other resources for
TRANSCRIPT
This is the way I use textbooks and other resources for designing mathematics lessons: A case of teaching the area of circle
Ya ChengZhuang Yuan Fang Primary School,Lishui,Nanjing, China
E-mail：[email protected]
u Participant: An in-service Grade 5 female teacher of eight-year teaching experience; Having masters’ degree of curricula and pedagogy of mathematics
u Data collection: All the documents and resources collected when designing how to teach the area of circle; A detailed teaching log regarding where and how to search the materials and how such materials were used in lesson design; Final teaching plan of the area of circle
Textbook analysis
Reference：Pepin, B., Xu, B., Trouche, L., & Wang, C. (2016). Developing a deeper understanding of mathematics teaching expertise: An examination of three Chinese mathematics teachers’ resource systems as windows into their work and expertise. Educational Studies in Mathematics, 94(3), 257–274..
Identifying differences between textbooks, searching professional papers written by expert teachers, looking through school-based material and including digital visuals can be a clear four-step-path to guide teachers’ practice of instruction design.
It becomes a challenge for teachers to find materials which are reliable and of high quality in a reasonably short time. This study was set up with the aim of finding a feasible way, from both the point of view of an in-service teacher and that from a researcher, to search resources and accomplish lesson design.
u Nowadays, there are tons of various resources both in printed and digital version are within the reach of teachers.
u In daily work, the time left for teachers to design lesson is limited, especially considering the classes with large size in China.
INTRODUCTION
RESEARCH QUESTIONS
I. What resources are in-service teachers use generally when they design a lesson?
II. How in-service teachers make use of such resources for lesson design?
Sujiaoban textbook PEP textbook BNU textbook
Teaching plan
School-based picture books
SOLVE
IT
METHOD
RESULTS
INTRODUCTION
CONCLUSIONS
This is the way I use textbooks and other resources for designing mathematics lessons: A case of teaching the area of circle
Ya Cheng
u Participant: An in-service Grade 5 female teacher of eight-year teaching experience; Having masters’ degree of curricula and pedagogy of mathematics
u Data collection: All the documents and resources collected when designing how to teach the area of circle; A detailed teaching log regarding where and how to search the materials and how such materials were used in lesson design; Final teaching plan of the area of circle
Textbook analysis
Reference：Pepin, B., Xu, B., Trouche, L., & Wang, C. (2016). Developing a deeper understanding of mathematics teaching expertise: An examination of three Chinese mathematics teachers’ resource systems as windows into their work and expertise. Educational Studies in Mathematics, 94(3), 257–274..
It becomes a challenge for teachers to find materials which are reliable and of high quality in a reasonably short time. This study was set up with the aim of finding a feasible way, from both the point of view of an in-service teacher and that from a researcher, to search resources and accomplish lesson design.
u Nowadays, there are tons of various resources both in printed and digital version are within the reach of teachers.
u In daily work, the time left for teachers to design lesson is limited, especially considering the classes with large size in China.
INTRODUCTION
RESEARCH QUESTIONS
I. What resources are in-service teachers use generally when they design a lesson?
II. How in-service teachers make use of such resources for lesson design?
Sujiaoban textbook PEP textbook BNU textbook
Teaching plan
School-based picture books
SOLVE
IT
METHOD
RESULTS
INTRODUCTION
CONCLUSIONS
Identifying differences between textbooks, searching professional papers written by expert teachers, looking through school-based material and including digital visuals can be a clear four-step-path to guide teachers’ practice of instruction design.
Zhuang Yuan Fang Primary School,Lishui,Nanjing, China E-mail：[email protected]