Reflection and Lesson Study in a Mathematics Didactics Course:A Case Study  

作　　者：Martha Sophia van der Walt 

机构地区：[1]North-West University,Potchefstroom,South Africa

出　　处：《Psychology Research》2020年第9期349-358,共10页心理学研究：英文版

摘　　要：Teaching mathematics is complex.The changing role of the teacher and the increased demands and expectations placed upon mathematics teachers in the 21st century in South Africa significantly influence the types of knowledge and skills they require in their undergraduate education and professional development.Reflection,as an aspect of metacognitive awareness,enables teachers to think with what they know in learning about teaching and it is therefore an essential characteristic of professional development of mathematics student teachers.Adapted lesson study and literature regarding metacognitive awareness and reflection were implemented in a mathematics didactics course.In this qualitative interpretative case study,the levels of reflections(guided by reflective prompts)and metacognitive awareness in the reflections of one student teacher(Anne)in a mathematics didactics course were collected,analysed,and interpreted(as part of a bigger study).Anne gave evidence in her reflections of her personal insight on her task(teaching),the learners(person)in her classroom,and the teaching-learning strategies(strategies)she had to reflect on the planning,presenting,and evaluating her mathematics lessons.Using adapted lesson study and reflections seems to have facilitated Anne’s metacognitive awareness as well as her professional development as a mathematics teacher.

关 键 词：adapted lesson study student teachers metacognitive awareness REFLECTION professional development case study 

分 类 号：H31[语言文字—英语]