抄録
One danger of integrating inquiry-based problem-solving activities into mathematics lessons is that different strategies could be accepted without in-depth discussions on the cogency and efficiency of the strategies. To overcome this issue, Japanese teachers typically go through a series of lesson-study-based teacher learning sessions and learn how to help students build consensus on the best mathematical strategy and think deeply about problem solving (neriage in Japanese). Assuming that this can also be an effective model in other cultural contexts, a video-based lesson study was conducted for a group of US teachers to effectively incorporate consensus building discussions in their mathematical inquiry lessons. Through the lesson study, the teachers learned to release control of class discussions to their students and help them discuss and examine different strategies. This article concludes with various aspects that the teachers learned for effectively implementing neriage in their lessons.
| 元の言語 | English |
|---|---|
| ページ（範囲） | 5-23 |
| ページ数 | 19 |
| ジャーナル | Journal of Mathematics Teacher Education |
| 巻 | 14 |
| 発行部数 | 1 |
| DOI | |
| 出版物ステータス | Published - 2011 2 |
| 外部発表 | Yes |
Fingerprint
ASJC Scopus subject areas
- Education
- Mathematics(all)
これを引用
Zen and the art of neriage : Facilitating consensus building in mathematics inquiry lessons through lesson study. / Inoue, Noriyuki.
：: Journal of Mathematics Teacher Education, 巻 14, 番号 1, 02.2011, p. 5-23.研究成果: Article
}
TY - JOUR
T1 - Zen and the art of neriage
T2 - Facilitating consensus building in mathematics inquiry lessons through lesson study
AU - Inoue, Noriyuki
PY - 2011/2
Y1 - 2011/2
N2 - One danger of integrating inquiry-based problem-solving activities into mathematics lessons is that different strategies could be accepted without in-depth discussions on the cogency and efficiency of the strategies. To overcome this issue, Japanese teachers typically go through a series of lesson-study-based teacher learning sessions and learn how to help students build consensus on the best mathematical strategy and think deeply about problem solving (neriage in Japanese). Assuming that this can also be an effective model in other cultural contexts, a video-based lesson study was conducted for a group of US teachers to effectively incorporate consensus building discussions in their mathematical inquiry lessons. Through the lesson study, the teachers learned to release control of class discussions to their students and help them discuss and examine different strategies. This article concludes with various aspects that the teachers learned for effectively implementing neriage in their lessons.
AB - One danger of integrating inquiry-based problem-solving activities into mathematics lessons is that different strategies could be accepted without in-depth discussions on the cogency and efficiency of the strategies. To overcome this issue, Japanese teachers typically go through a series of lesson-study-based teacher learning sessions and learn how to help students build consensus on the best mathematical strategy and think deeply about problem solving (neriage in Japanese). Assuming that this can also be an effective model in other cultural contexts, a video-based lesson study was conducted for a group of US teachers to effectively incorporate consensus building discussions in their mathematical inquiry lessons. Through the lesson study, the teachers learned to release control of class discussions to their students and help them discuss and examine different strategies. This article concludes with various aspects that the teachers learned for effectively implementing neriage in their lessons.
KW - Consensus building
KW - Lesson study
KW - Mathematical inquiry lesson
KW - Neriage
KW - Proportional reasoning
UR - http://www.scopus.com/inward/record.url?scp=79952071393&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79952071393&partnerID=8YFLogxK
U2 - 10.1007/s10857-010-9150-z
DO - 10.1007/s10857-010-9150-z
M3 - Article
AN - SCOPUS:79952071393
VL - 14
SP - 5
EP - 23
JO - Journal of Mathematics Teacher Education
JF - Journal of Mathematics Teacher Education
SN - 1386-4416
IS - 1
ER -