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Kyozaikenkyu: An In-Depth Look Into Japanese Educators' Daily Planning Practices, Matthew David Melville
Kyozaikenkyu: An In-Depth Look Into Japanese Educators' Daily Planning Practices, Matthew David Melville
Theses and Dissertations
This study is in response to the question about how Japanese educators achieve such a high quality of instruction. Considering the area of lesson study has opened the door to new ideas and concepts that are not well defined and too broad to understand. Kyozaikenkyu is an aspect of lesson study that has been said to be a crucial aspect to successful lesson study. Kyozaikenkyu is done on a daily basis by Japanese educators; however, there is very little written about this process in relevant literature. This study examines what Japanese educators do during their daily kyozaikenkyu, and why …
Analysis Of Differential Equations Applications From The Coordination Class Perspective, Omar Antonio Naranjo Mayorga
Analysis Of Differential Equations Applications From The Coordination Class Perspective, Omar Antonio Naranjo Mayorga
Theses and Dissertations
In recent years there has been an increasing interest in mathematics teaching and learning at undergraduate level. However, many fields are little explored; differential equations being one of these topics. In this study I use the theoretical framework of Coordination Classes to analyze how undergraduate mechanical engineering students apply their knowledge in the context of system dynamics and what resources and strategies they used; in this subject, students model dynamics systems based on Ordinary Differential Equations (ODEs). I applied three tasks in different contexts (Mechanical, Electrical and Fluid Systems) in order to identify what information was relevant for the students, …
Teacher Response To Instances Of Student Thinking During Whole Class Discussion, Rachel Marie Bernard
Teacher Response To Instances Of Student Thinking During Whole Class Discussion, Rachel Marie Bernard
Theses and Dissertations
While the use of student thinking to help build mathematical understandings in a classroom has been emphasized in best teaching practices, teachers still struggle with this practice and research still lacks a full understanding of how such learning can and should occur. To help understand this complex practice, I analyzed every instance of student thinking and every teacher response to that thinking during a high school geometry teacher's whole class discussion and used these codes as evidence of alignment or misalignment with principles of effective use of student mathematical thinking. I explored the teacher's practice both in small and large …