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Lesson Study As A Catalyst For Including Concepts And Procedures In Planning And Implementing Fraction-Based Mathematics Lessons: An Elementary School Case Study

This qualitative case study investigated how lesson study influenced teachers’ pedagogical strategies and content knowledge by leveraging the interplay between conceptual understanding and procedural fluency, with conceptual knowledge forming the foundation for procedural fluency in the planning and implementation of fraction-based mathematics tasks. The study aimed to address two research questions: (1) How does the engagement of teachers in the creation and analysis of fraction-based mathematics tasks in lesson study influence their instructional decision-making processes? and (2) How do teachers construct pedagogical strategies that integrate procedural and conceptual knowledge through lesson study? The sample size consisted of seven elementary school teachers who worked collaboratively to modify fraction tasks. Triangulated data from observations and interviews revealed two key findings. First, the study’s findings highlight the transformative power of collaborative professional growth among teachers and their subsequent shift towards engaging in more conceptual, student-centered mathematics instruction, addressing the first research question. Second, the findings suggest that lesson study can be a valuable tool for enhancing teachers’ pedagogical content knowledge and improving fraction instruction when utilized consistently, thus answering the second research question. Implications for future teacher education are discussed, emphasizing the importance of sustained, collaborative learning opportunities to support conceptual understanding in mathematics education.

Identiferoai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2023-1327
Date01 January 2024
CreatorsPhillip Malahoo, Nisha A
PublisherSTARS
Source SetsUniversity of Central Florida
LanguageEnglish
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceGraduate Thesis and Dissertation 2023-2024
RightsIn copyright

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