Danish University Colleges
Learning to observe mathematical learning in lesson studies
Rasmussen, Klaus; Østergaard, Camilla Hellsten; Foss, Kristian Kildemoes; Madsen, Morten
Korf; Nielsen-Elkjær, Kira
Published in:
ERME Topic Study Conference ETC3, Humbolt-Universität zu Berlin, 5.-7. oktober 2016
Publication date:
2016
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Publisher's PDF, also known as Version of record with the publisher's layout.
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Citation for pulished version (APA):
Rasmussen, K., Østergaard, C. H., Foss, K. K., Madsen, M. K., & Nielsen-Elkjær, K. (2016). Learning to observe
mathematical learning in lesson studies. In ERME Topic Study Conference ETC3, Humbolt-Universität zu Berlin,
5.-7. oktober 2016
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Download date: 12. Jul. 2017
Learning to observe mathematical learning in lesson studies
Klaus Rasmussen, Camilla Helsteen Østergaard, Kristian Kildemoes Foss,
Morten Korf Madsen, Kira Nielsen-Elkjær
Metropolitan University College, Copenhagen, Denmark
Introduction and Motivation
This poster deals with lesson study (LS) in
pre-service teacher education. In particular
how to prepare for, carry out, and reflect upon,
observations of pupil learning. Observation is
of crucial importance to the lesson study
process, and here we present a study of
observation features which enable or hinder
fruitful lesson study. While substantial
research has been carried out in the general
field of observing pupils’ learning processes
and teachers’ pedagogical practice, little is
known about this in the particular setting of
lesson study.
Context, Methods and Theory
The research questions were investigated
through the design, implementation and
evaluation of a course for 20 pre-service
elementary and lower secondary teachers in
Copenhagen labelled: “Developing the
didactics of mathematics using observational
tools and techniques”. The course consisted of
a mix of lectures and lesson studies
enacted in teams of the participants, whose
findings were communicated in a final written
report.
An inevitable risk?: Observation
becomes supervision as seen by preservice teachers
 A majority of interview expressions coded
to “observation” exhibited a “teacher
centered view”:
” In relation to lesson study, it’s all about the
observation. You cannot do it, if you are
not observed properly. Then you cannot
evaluate properly. If your observers do not
know how they are to observe you, then
you won’t benefit as much.”
Mary, Interview 1, timeindex 6:31-7:09
 Only few of interview expressions coded
to “observation exhibited a “student
centered view”:
“It surprised me how different things can be
seen…you see different students
working… , ”
Magdalene, interview 1, timeindex 11:08-11:40
What pre-service report to be observing:
Signs of Learning:
• Students draws a solution
• Students calculate a solution
• Students are able to change solution
strategy if necessary
Focus for observers:
• Teacher poses open questions
• Teacher sees all students
• Teacher poses a extra challenging
task to quick students
Example from written report of pre-service teachers M. T. S &S
Research Questions
 How do pre-service teachers observe
didactic and pedagogical practice during
research lessons and what specific qualities
do they look for in this practice?
 Are certain types of observations
recommendable for lesson study in
mathematics with pre-service teachers?
Findings
← Despite equal focus in course to
observe the doings of the teacher and the
learning of the pupils, post-course
interviews shows overwhelmingly teacher
centered focus. (This is in agreement with
existing research, documenting the strong
tendency of novice teachers to look
primarily at themselves) This is particularly
troublesome in connection to LS which
explicitly seeks focus on student learning.
Recommendation: In LS, pre-service
teachers should mainly be required to do
student centered observations.
← “Signs of Learning” and “Focus for
Observers” are decoupled.
Recommendation: In LS, pre-service
teachers should be guided to make very
explicit observations of the connections
between what the teacher does, and
what this in turn makes the students do.
A particular salient object for observation
during LS in the course was the
“blackboard”- or “board”-design. The
consciously prepared and developed board
encapsulates the tasks and the work of
students as mediated by the teacher.
← By making observations of what the
teacher puts on the board, which student
solutions are put there, pre-service teachers
were more clearly able to focus on lesson
structure and important learning
obtained/expressed by students. In a
fashion the board becomes an expression
of the above mentioned connections.
The Instructional Practice Framework (IPF) of Artzt et. Al. 2015 is
used to structure the findings presented on this poster
Example boards, pre-service teachers M. T. S & S ↑ / K, C & M ↓
Authors
Recommendation: In LS, pre-service
teachers benefit from observing boarddesign and board use.
Literature
Artzt, A. F., Armour-Thomas, E., Curcio, F. R., & Gurl, T. J.
(2015). Becoming a reflective mathematics teacher: A guide
for observations and self-assessment: Routledge.
Mason, J. (2002). Researching your own practice: The
discipline of noticing: Routledge.
Scherer, P., & Steinbring, H. (2006). Noticing Children’s
Learning Processes – Teachers Jointly Reflect on Their
Own Classroom Interaction for Improving Mathematics
Teaching. Journal of Mathematics Teacher Education, 9(2).
Sherin, M., Jacobs, V. & Philipp, R. (2011) Mathematics
teacher noticing: Seeing through teachers' eyes,
(Routledge).
Star, J. R., & Strickland, S. K. (2007). Learning to observe:
using video to improve preservice mathematics teachers’
ability to notice. Journal of Mathematics Teacher Education,
11(2), 107-125.
Klaus Rasmussen,
[email protected]
Camilla Helsteen Østergaard
Kristian Kildemoes Foss
Morten Korf Madsen
Kira Nielsen-Elkjær
ERME Topic Study Conference (ETC3), Berlin, 2016