Studying Classroom Teaching as a Medium for Professional Development: Proceedings of a U.S.-Japan Workshop 9th, Tokyo-Makuhari, Japan, July 31-August 6, 2000.Reportar como inadecuado




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The Ninth International Congress on Mathematics Education (ICME-9) held in Makuhari, Japan, in August 2000 provided a unique opportunity for the Mathematical Sciences Education Board and the U.S. National Commission on Mathematics Instruction. Together with educators from the Japanese mathematical community, they hosted a workshop on teacher development immediately following the Congress. The aim of the workshop was to draw upon the expertise of participants from the two countries to work on developing a better understanding of the knowledge that is needed to teach mathematics well and how to help teachers gain this knowledge. The workshop focused on using the study of classroom events to help elementary mathematics teachers improve their teaching. In the first part of the workshop, participants considered a professional development approach that the Japanese refer to as jugyokenkyu or lesson study. In the second part of the workshop, participants considered the use of classroom documentation and written cases, highlighting some of the work performed in the United States. The workshop consisted of large group plenary sessions, panel discussions, activity-based sessions, and small group discussion. Interactions between the two cultures were made possible by simultaneous translation. Studying Classroom Teaching as a Medium for Professional Development is a record of what took place at the workshop. The first section consists of papers written after the workshop by two participants reflecting on their experiences during the workshop. The body of the proceedings consists of edited transcriptions of the talks presented in plenary sessions and of the remarks given by panel members on various topics. The final section of the document contains the summaries of small group discussions describing the group response to one or two focused questions. A 90-minute videotape accompanies the book and includes video selections of classroom lessons and a Japanese post-lesson discussion that were shown at the workshop. These segments--along with written cases describing mathematics classes--were used to engage participants in observing and discussing classroom practices, allowing them to consider how such materials might be used in professional development contexts. Supporting print materials, such as transcripts and lesson plans, are in the appendixes. (Author)

Descriptors: Comparative Education, Educational Change, Elementary Secondary Education, Foreign Countries, Instructional Effectiveness, Mathematics Curriculum, Mathematics Instruction, Professional Development

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Autor: Bass, Hyman, Ed.; Usiskin, Zalman P., Ed.; Burrill, Gail, Ed.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5927&id=ED482655







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