Improving Lesson Plan via Lesson Study on the Patterns of Shapes and Number Sequences

• Main Authors: CHEN,ROU-YU, 陳柔毓
• Other Authors: CHANG, SHU-I
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/ry7g77

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系碩士班 === 107 === The purpose of this study is to use preparation, realization and discussion procedures of Lesson Study to review the changes to “patterns of shapes and number sequences” instructional design, changes in individual teaching concepts , student performance, in addition to factors which affect changes to instructional design. Lesson Study members consist of one mathematic education scholar and 3 cross institute instructors. It underwent three class preparation discussions, expert consultancy, course realizations and class discussions. Collected data includes video recording of each discussion and realization courses, the different versions of instructional designs, children learning documents, feedback from the observing teachers and reflection of the 1. Change of teaching design of “patterns of shapes and number sequences”: (1) Types of questions: the original 5 types of questions compiled from textbook publishers are adjusted to 3 types of questions developed from the features of 3D Rubik's Cube. (2) Number in questions: when a teacher prepares a lesson, he should identify whether the value of the number shown in the questions is too low or too high. Appropriate value could be adjusted after lesson discussion. In addition, whether teaching aid is available can distinguish the levels of questions. Under the circumstance when there is no teaching aid, it can still be used to verify the children’s guess. (3) Diagram of questions: the diagrams adopted from 3 versions of textbooks are replaced with a square devised according to the feature of a teaching aid. At last, the square is turned to a round pattern to correspond to daily life scenario (light bulbs). (4) Operation of teaching aids: only buckles are used in early stages, but later the design of questions are complemented with 5 teaching aids: buckles, 3D Rubik's Cube, old building blocks, Rehm's Cube Set, wisdom blocks. At the latest stage, only 3D Rubik's Cube is applied to design questions. (5) Students’ solution: it was only expected that children correctly solved the question. After teaching practice, diverse solutions are incorporated in lesson plans (including the wrong ones). 2. Change of teachers’ personal teaching concept: (1) Teachers should understand that more questions are not necessarily better but take into account teaching objectives and hours. (2) Teachers can inspect if a lesson plan is appropriately arranged by a lesson plan checklist. (3) Teachers understand that the questions should be clearly stated, and avoid being vague. What is more, the diagrams of the questions should echo with daily life scenarios. It is not recommended that the questions are depicted on the basis of the features of teaching aids. (4) Teachers should understand that it is not recommended to challenge students with highly difficult questions, but to adjust the level based on students’ performance with an inclusion of daily life scenarios. (5) Apart from being equipped with knowledge about math teaching and children’s math, teachers should also be aware of the knowledge of each math unit, and turn it into a language that students can absorb. (6) Teachers should understand that more teaching aids are not necessarily better. It is recommended to select a proper teaching aid and bring it into full play. 3. Children performance under the implementation of courses: Children display diverse problem-solving strategies under three main questions laid. The overall feedback exceeds that from textbook questions and teaching aids able to stimulate problem solving interest. Teaching aids can be used to verify a certain concept or search for a pattern, especially in simulation events, where students are more committed to learning. 4. There are five factors that affect changes to teacher’s instructional designs, they are: reading relevant mathematic education literature, experience sharing from Lesson Study members, guidance from mathematical academics and professional teachers, feedback from observing teachers and children, researcher reviewing the taught contents from teaching videos. Lastly, suggestions are provided on the implementation of Lesson Study, compilation of instructional design, teaching aid usage and aspects for future research.