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Kindergarten and Primary Teachers' Noticing within the Context of Vertical Team of Mathematics Lesson Study

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Title: Kindergarten and Primary Teachers' Noticing within the Context of Vertical Team of Mathematics Lesson Study
Language: English
Authors: Emine Gül Çelebi, Çigdem Alkas-Ulusoy, Ekin Balci, Zerrin Toker, Eçin Emre-Akdogan, Gizem Guzeller
Source: Mathematics Teacher Education and Development. 2024 26(1).
Availability: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: https://mted.merga.net.au/index.php/mted/index
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Kindergarten
Descriptors: Elementary School Teachers, Mathematics Teachers, Lesson Plans, Grade 1, Kindergarten, Vertical Organization, Teacher Collaboration, Problem Solving, Teaching Methods, Cultural Context, Barriers, Concept Formation, Mathematics Curriculum, Student Evaluation
ISSN: 1442-3901
Abstract: This study investigated the noticing of teachers who teach mathematics at different grade levels in the context of lesson study. The study specifically focused on teachers' noticing during the planning phase of the lesson. For this, the lesson planning phase of a group of four teachers consisting of kindergarten and primary school 1st grade teachers (vertical teacher team) was investigated. Teachers' planning process for the 1st grade level mathematics lesson was the focus in the context of lesson study. We examined categories and subcategories that emerged in the planning phase of the lesson study and noticing levels dealt with those categories. We examined which categories and subcategories emerged in planning and at which noticing levels they dealt with those categories. The results of the study provide comprehensive data on categories and noticing levels of teachers teaching mathematics at different grade levels in the collaborative planning process of a lesson study focusing on improving problem-solving. The results of the study showed that the teachers' noticing was clustered under three categories: curriculum, teaching methods, and conceptual understanding. In terms of noticing levels, the study's results revealed that noticing is performed at the attending to level in all categories. Although less frequently than the attending to level, teachers noticed making sense of level in all the other categories except the curriculum category. Besides, noticing that the deciding to respond level did not occur at any level might be due to the cultural challenges of adaptation of lesson study and the amount of support, we researchers provided teachers as facilitators.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1415698
Database: ERIC
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  Data: Kindergarten and Primary Teachers' Noticing within the Context of Vertical Team of Mathematics Lesson Study
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  Data: <searchLink fieldCode="AR" term="%22Emine+Gül+Çelebi%22">Emine Gül Çelebi</searchLink><br /><searchLink fieldCode="AR" term="%22Çigdem+Alkas-Ulusoy%22">Çigdem Alkas-Ulusoy</searchLink><br /><searchLink fieldCode="AR" term="%22Ekin+Balci%22">Ekin Balci</searchLink><br /><searchLink fieldCode="AR" term="%22Zerrin+Toker%22">Zerrin Toker</searchLink><br /><searchLink fieldCode="AR" term="%22Eçin+Emre-Akdogan%22">Eçin Emre-Akdogan</searchLink><br /><searchLink fieldCode="AR" term="%22Gizem+Guzeller%22">Gizem Guzeller</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Teacher+Education+and+Development%22"><i>Mathematics Teacher Education and Development</i></searchLink>. 2024 26(1).
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  Data: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: https://mted.merga.net.au/index.php/mted/index
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  Data: This study investigated the noticing of teachers who teach mathematics at different grade levels in the context of lesson study. The study specifically focused on teachers' noticing during the planning phase of the lesson. For this, the lesson planning phase of a group of four teachers consisting of kindergarten and primary school 1st grade teachers (vertical teacher team) was investigated. Teachers' planning process for the 1st grade level mathematics lesson was the focus in the context of lesson study. We examined categories and subcategories that emerged in the planning phase of the lesson study and noticing levels dealt with those categories. We examined which categories and subcategories emerged in planning and at which noticing levels they dealt with those categories. The results of the study provide comprehensive data on categories and noticing levels of teachers teaching mathematics at different grade levels in the collaborative planning process of a lesson study focusing on improving problem-solving. The results of the study showed that the teachers' noticing was clustered under three categories: curriculum, teaching methods, and conceptual understanding. In terms of noticing levels, the study's results revealed that noticing is performed at the attending to level in all categories. Although less frequently than the attending to level, teachers noticed making sense of level in all the other categories except the curriculum category. Besides, noticing that the deciding to respond level did not occur at any level might be due to the cultural challenges of adaptation of lesson study and the amount of support, we researchers provided teachers as facilitators.
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  Data: 2024
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  Group: ID
  Data: EJ1415698
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Lesson Plans
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Vertical Organization
        Type: general
      – SubjectFull: Teacher Collaboration
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Cultural Context
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Mathematics Curriculum
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
    Titles:
      – TitleFull: Kindergarten and Primary Teachers' Noticing within the Context of Vertical Team of Mathematics Lesson Study
        Type: main
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            NameFull: Emine Gül Çelebi
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            NameFull: Çigdem Alkas-Ulusoy
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            NameFull: Ekin Balci
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            NameFull: Zerrin Toker
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            NameFull: Eçin Emre-Akdogan
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              Y: 2024
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              Value: 1442-3901
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