How to Improve A Mathematics Teacher’s Ways of Triggering and Considering Divergent Thoughts through Lesson Study
Aytug Ozaltun Celik 1, Esra Bukova Guzel 2 *
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1 Pamukkale University, TURKEY2 Dokuz Eylul University, TURKEY* Corresponding Author

Abstract

In this study, we aimed to examine a mathematics teacher’s actions related to triggering and considering divergent thoughts on the lessons before, during, and after the lesson study process. The participant was a mathematics teacher who participated in a lesson study design. We focused on his lessons before, during, and after the lesson study. The data were collected from the teacher’s lessons and these lessons were videotaped. The transcripts of these video records were analyzed in the context of triggering and considering divergent thoughts. The teacher’s actions were interpreted and the evidences were provided from the excerpts of the lessons. Throughout the lesson study, the teacher’s actions related to considering students’ thinking were improved and also varied. We suppose that this study will be a guide for mathematics teachers and teacher educators on triggering and considering divergent ideas.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2020, Volume 15, Issue 3, Article No: em0605

https://doi.org/10.29333/iejme/8461

Publication date: 06 Aug 2020

Article Views: 1164

Article Downloads: 758

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