NCCA PROBLEM SOLVING

Throughout the lesson study cycles in both schools, it was apparent that teachers felt it necessary to try and contextualise questions for students in order to make topics more interesting and engaging for students, a feature particularly relevant to the Project Maths curriculum. What characterises effective teacher-initiated teacher-pupil dialogue to promote conceptual understanding in matheamtics lesson in England in Key Stages 2 and 3: Many teachers in their interviews agreed that their focus on student thinking had increased as the lesson study cycles continued. Lesson Study in practice: Teachers in phase 2 schools were also offered professional development workshops but while they had access to an RDO, they were not afforded the same access and support that phase 1 schools initially enjoyed.

Research Methodology The investigation is conducted as a case study in two sites with schools involved at different phases Phase 1 and Phase 2 of the national curriculum roll-out Jeffes et al. Teachers were more frequently sharing resources with one another but were also more readily sharing classroom experiences and strategies outside of the lesson study meetings. Research into the impact of Project Maths on student achievement, learning and motivation Slough: A review of research on the impact of professional learning communities on teaching practice and student learning. The interviews varied in length from 13 to 42 minutes.

ncca problem solving

Lesson study provided opportunities for teachers to introduce innovative ideas in contextualising problems, structuring student activities and allowed teachers to creatively flourish in deriving and identifying new approaches to familiar topics. Teachers acknowledged that changes had come about in their classroom culture, classroom practices and classroom environment due to their participation in lesson study.

Implications for Teacher Learning. Irish Educational Studies, 32 3 It was from the top down as well This perhaps indicates that lesson study, if given the structural support to continue, could expand as a professional development model with teachers voluntary including themselves in the professional development model.

  MILKHA SINGH ESSAY IN PUNJABI LANGUAGE

Phase 1 involved 24 post-primary schools who began piloting the new curriculum on a phased basis beginning in This research questions how Pedagogical content knowledge and classroom practices in developing a more problem-solving approach to their teaching.

Lesson Study in practice: Michael says emphatically to the group that what matters to him is that the students understand what is happening when they are multiplying a number by a fraction and his colleagues agree. Lesson Study in a Mathematics Teacher Community: What is it, and how can we use this metaphor for teacher professional development? Journal for Research in Mathematics Education, 35 5 Teaching and Learning in Project Maths: Their colleagues came Ni Shuilleabhain, A.

Problem-solving in Maths

Teachers College Hourigan, M. Learning Mathematics in a Classroom Community of Inquiry.

ncca problem solving

Teaching and Teacher Education, 19 2 Shallow descriptions of each meeting were recorded as part of this analysis phase. The teaching of Mathematics at Post-Primary level in Ireland: Stages of collaboration and the realities of professional learning communities. In their first research lesson, teachers in Crannog adopted a discovery learning approach to introducing quadratic patterns and students were encouraged to model their problem using Lego, diagrams and tables in order to identify the pattern of blocks nca their pyramids.

ncca problem solving

Teachers in Crannog were timetabled with two common free periods a week, allowing them to regularly meet as a department and as a lesson study group. Eileen Yeah I probably would ask myself a bit more like how would they react to this or what questions will they have, like pre-empt their questions or pre-empt their confusion.

Problem-solving in Maths

International trends in post-primary mathematics education. So I think in terms of timing of nccca lesson and in terms of expectations of feedback and that sort of thing…what I saw in those lessons is Ni Shuilleabhain, A.

In these student activities, the teacher acts as a facilitator of those discussions rather than as an unquestioned authority. Lessons learned from a pilot study in Mathematics Lesson Study. Within a curriculum reform, it is important that teachers create their own resources or modify those which are supplied to them in order to allow teachers opportunities to directly engage with the curriculum content and to solidify their own content knowledge.

  HUGHES HOMEWORK KENTRIDGE

Teachers in Doone were not necessarily embracing the new solvong but were willing to participate in the research because they wished to avail of assistance, which they felt they needed, in order to implement the new curriculum. Otherwise, I have been tempted if I had been teaching it in the first way, ok we have y, we have got squared….

CESI CS – Discussion 1 – NCCA Draft Curriculum

Implications of Sociocultural Theory for Educational Reform. This is particularly relevant in the phase 2 school which, in contrast to the phase 1 school, did not receive as extensive external support from PMDT during the national curriculum change process One of the most contentious issues for teachers in this research was that of time, as had also been predicted as a problem for American teachers in adopting lesson study Clea Fernandez, Phase 2 involves the rest of the approximately post-primary schools in Ireland introducing the phased curriculum in Analysis of the teacher meetings led to multitude of codes, building on those from the teacher interviews, and a number of those themes will be explored in this paper.

Dave and his colleagues in Crannog engaged in a discussion noting how different all of the groups within their first research lesson were in attempting to decipher that quadratic pattern.