Using lesson study to develop teaching approaches that help pupils understand division and place value
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Authors
Solanki, Sandra
Issue Date
2013
Type
Research Report
Language
en
Keywords (free text)
lesson study , mathematics , number operations , inverse operations , primary education
Alternative Title
Abstract
Background: Pupils across year 3 showed inconsistency in their understanding of subtraction, place value and data handling. Therefore, a focus on these areas and their misconceptions determined the content of their lessons. Teachers wanted to provide a variety of practical resources and strategies to enhance learning and to find out which the most effective. In Year 4 we decided to focus on developing understanding of multiplication and division as inverse operations and then place value.
Aims: The aim of the study was to develop teaching approaches that help pupils understand subtraction, place value and data handling (Y3) and inverse operations and place value(Y4). The study also aimed to extend teachers' practice and have an impact on whole class teaching, while promoting positive working relationships and recognition of support.
Methods: The participants in the lesson study group were two new teachers to the year group and school, and an 'Every Child Counts'(ECC) teacher. They focused on developing teaching approaches to improve lower attaining pupils' understanding of subtraction, place value, multiplication, and division. The goal was to have an impact on whole class teaching and to benefit the ECC teacher's observation of learners in their class environment. Teachers planned together, used a range of teaching approaches and strategies, and employed various resources. The ECC teacher gave careful consideration to resources, models, and images provided to pupils and teachers.
Findings: Lesson study was used to improve teaching approaches for division and place value, using resources such as Numicon and dienes cubes. The approach increased pupil confidence and understanding, and was recommended for implementation in all year groups. The study also had a positive impact on working relationships and recognition of support.
Implications: The findings suggest that lesson study and observation of learners in their class environment can have a positive impact on teaching and learning of mathematics, as well as improving working relationships and support networks among teachers.
Description
Citation
Publisher
Lesson Study UK and Camtree: the Cambridge Teacher Research Exchange