Keywords

procedural knowledge, conceptual knowledge, lesson study, fractions, teachers’ content knowledge for fractions, communities of practice

Abstract

This qualitative case study investigated how lesson study influenced teachers’ pedagogical strategies and content knowledge by leveraging the interplay between conceptual understanding and procedural fluency, with conceptual knowledge forming the foundation for procedural fluency in the planning and implementation of fraction-based mathematics tasks. The study aimed to address two research questions: (1) How does the engagement of teachers in the creation and analysis of fraction-based mathematics tasks in lesson study influence their instructional decision-making processes? and (2) How do teachers construct pedagogical strategies that integrate procedural and conceptual knowledge through lesson study? The sample size consisted of seven elementary school teachers who worked collaboratively to modify fraction tasks. Triangulated data from observations and interviews revealed two key findings. First, the study’s findings highlight the transformative power of collaborative professional growth among teachers and their subsequent shift towards engaging in more conceptual, student-centered mathematics instruction, addressing the first research question. Second, the findings suggest that lesson study can be a valuable tool for enhancing teachers’ pedagogical content knowledge and improving fraction instruction when utilized consistently, thus answering the second research question. Implications for future teacher education are discussed, emphasizing the importance of sustained, collaborative learning opportunities to support conceptual understanding in mathematics education.

Completion Date

2024

Semester

Summer

Committee Chair

Brooks, Lisa

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Department of Learning Science and Educational Research

Degree Program

K-8 Mathematics Education Specialization within the Curriculum and Instruction EdD

Format

application/pdf

Identifier

DP0028619

URL

https://purls.library.ucf.edu/go/DP0028619

Language

English

Rights

In copyright

Release Date

August 2024

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Campus Location

Orlando (Main) Campus

Accessibility Status

Meets minimum standards for ETDs/HUTs

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