School of Teaching and Learning Faculty Publications

Document Type

Conference Proceeding

Abstract

This study of mathematics preservice teachers investigates their experiences with a program requirement to learn about and engage in multiple iterations of open approach lesson study. Inductive analysis revealed four experiential themes: Variable Contexts, Professional Community, Challenges, and Transformation. Preservice teachers attribute their transformation to reform-based mathematics instruction involving iterative experiences and processes of open approach lesson study. Other experiences and implications are examined.

Publication Date

3-3-2022

Publication Title

Proceedings of the 49th Annual Meeting of the Research Council on Mathematics Learning

Start Page No.

86

End Page No.

94

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