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Enacting Curriculum Reform Through Lesson Study in the Irish Post-primary Mathematics Classroom

  • Aoibhinn Ní Shúilleabháin
Chapter
Part of the ICME-13 Monographs book series (ICME13Mo)

Abstract

Lesson study was introduced in two secondary schools in the Republic of Ireland (ROI) at a time of mathematics curriculum reform . The research investigated lesson study as a model of professional development which might support teachers in implementing the revised curriculum. Twelve teachers participated in the research and data included transcripts of lesson study meetings, individual interviews, samples of student work, and research lesson plans. Findings suggest that, through their participation in successive cycles of lesson study, teachers were supported in: encouraging more student communication of mathematical thinking, developing their roles as facilitators of student learning, and incorporating contextualised mathematical tasks. The research indicates that lesson study can be utilised in the introduction of curriculum reform and provides evidence of the viability of school-based lesson study in the ROI.

Keywords

Lesson study Mathematics teacher education Curriculum reform 

Notes

Acknowledgements

This chapter is derived, in part, from an article published in Professional Development in Education (Ni Shuilleabhain & Seery, 2017) available online: http://www.tandfonline.com/ and was supported by an Ussher Fellowship from Trinity College Dublin. Participating schools were supported by the National Council for Curriculum & Assessment in the provision of substitution required during teacher participation in lesson study.

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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.School of Mathematics & Statistics, College of ScienceUniversity College DublinDublinIreland

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