Lesson study in mathematics: Authentic assessment of inquiry learning

Abstract

Classrooms are complex and unpredictable learning environments. Preparing future teachers to respond to the fast changing needs of learners in mathematics classrooms is the challenge of teacher educators. In our paper, we describe the structures we have put in place to support pre-service teachers move beyond being passive recipients of educational theories to becoming critical consumers capable of designing creative and innovative pedagogical approaches. Our approach to inquiry learning in mathematics takes the form of Japanese Lesson Study carried out in partnership with primary schools. Our presentation draws on data collected from 7 years of Lesson study research carried out with 140 pre-service teachers in 28 primary classrooms in Limerick city. Insights into inquiry teaching and learning of primary level mathematics will be provided by the display of video of classroom teaching of mathematics. Video of pre-service teachers reflecting on the process of engaging in inquiry learning is pivotal also to our presentation, in part, because the challenge for us as teacher educators continues long after our pre-service teachers teach their lessons. Our challenge is how to assess their developing understandings of mathematics and mathematics pedagogy? How do we attempt to capture the multiple and interconnected facets of good teaching and planning of mathematics? We share our efforts in assessing the learning of our pre-service teachers as they engage in planning for and teaching inquiry based lessons in mathematics. We report on our attempts to capture and assess learning through the focus on our students’ ability to: engage in research, link pedagogical theories to classroom practice, work collaboratively in groups, design mathematics lessons, observe learners as they engage with mathematics, diagnose difficulties, respond flexibility and thoughtfully to classroom events and reflect on their own development of mathematics content knowledge and pedagogical content knowledge.