Anticipating students’ reasoning and planning prompts in structured problem-solving lessons

Colleen Vale, Wanty Widjaja, Brian Doig, Susie Groves

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Structured problem-solving lessons are used to explore mathematical concepts such as pattern and relationships in early algebra, and regularly used in Japanese Lesson Study research lessons. However, enactment of structured problem-solving lessons which involves detailed planning, anticipation of student solutions and orchestration of whole-class discussion of solutions is an ongoing challenge for many teachers. Moreover, primary teachers have limited experience in teaching early algebra or mathematical reasoning actions such as generalising. In this study, the critical factors of enacting the structured problem-solving lessons used in Japanese Lesson Study to elicit and develop primary students’ capacity to generalise are explored. Teachers from three primary schools participated in two Japanese Lesson Study teams for this study. The lesson plans and video recordings of teaching and post-lesson discussion of the two research lessons along with students’ responses and learning are compared to identify critical factors. The anticipation of students’ reasoning together with preparation of supporting and challenging prompts was critical for scaffolding students’ capacity to grasp and communicate generality.

Original languageEnglish
Article number1
Pages (from-to)1-25
Number of pages25
JournalMathematics Education Research Journal
Volume31
Issue number1
DOIs
Publication statusPublished - 15 Mar 2019

Keywords

  • Anticipated solutions
  • Generalising
  • Lesson study
  • Orchestrated discussion
  • Reasoning
  • Structured problem solving
  • Teacher actions

Cite this

@article{e705de43df2c46ef9e484e19c080a4e9,
title = "Anticipating students’ reasoning and planning prompts in structured problem-solving lessons",
abstract = "Structured problem-solving lessons are used to explore mathematical concepts such as pattern and relationships in early algebra, and regularly used in Japanese Lesson Study research lessons. However, enactment of structured problem-solving lessons which involves detailed planning, anticipation of student solutions and orchestration of whole-class discussion of solutions is an ongoing challenge for many teachers. Moreover, primary teachers have limited experience in teaching early algebra or mathematical reasoning actions such as generalising. In this study, the critical factors of enacting the structured problem-solving lessons used in Japanese Lesson Study to elicit and develop primary students’ capacity to generalise are explored. Teachers from three primary schools participated in two Japanese Lesson Study teams for this study. The lesson plans and video recordings of teaching and post-lesson discussion of the two research lessons along with students’ responses and learning are compared to identify critical factors. The anticipation of students’ reasoning together with preparation of supporting and challenging prompts was critical for scaffolding students’ capacity to grasp and communicate generality.",
keywords = "Anticipated solutions, Generalising, Lesson study, Orchestrated discussion, Reasoning, Structured problem solving, Teacher actions",
author = "Colleen Vale and Wanty Widjaja and Brian Doig and Susie Groves",
year = "2019",
month = "3",
day = "15",
doi = "10.1007/s13394-018-0239-5",
language = "English",
volume = "31",
pages = "1--25",
journal = "Mathematics Education Research Journal",
issn = "1033-2170",
publisher = "Springer",
number = "1",

}

Anticipating students’ reasoning and planning prompts in structured problem-solving lessons. / Vale, Colleen; Widjaja, Wanty; Doig, Brian; Groves, Susie.

In: Mathematics Education Research Journal, Vol. 31, No. 1, 1, 15.03.2019, p. 1-25.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Anticipating students’ reasoning and planning prompts in structured problem-solving lessons

AU - Vale, Colleen

AU - Widjaja, Wanty

AU - Doig, Brian

AU - Groves, Susie

PY - 2019/3/15

Y1 - 2019/3/15

N2 - Structured problem-solving lessons are used to explore mathematical concepts such as pattern and relationships in early algebra, and regularly used in Japanese Lesson Study research lessons. However, enactment of structured problem-solving lessons which involves detailed planning, anticipation of student solutions and orchestration of whole-class discussion of solutions is an ongoing challenge for many teachers. Moreover, primary teachers have limited experience in teaching early algebra or mathematical reasoning actions such as generalising. In this study, the critical factors of enacting the structured problem-solving lessons used in Japanese Lesson Study to elicit and develop primary students’ capacity to generalise are explored. Teachers from three primary schools participated in two Japanese Lesson Study teams for this study. The lesson plans and video recordings of teaching and post-lesson discussion of the two research lessons along with students’ responses and learning are compared to identify critical factors. The anticipation of students’ reasoning together with preparation of supporting and challenging prompts was critical for scaffolding students’ capacity to grasp and communicate generality.

AB - Structured problem-solving lessons are used to explore mathematical concepts such as pattern and relationships in early algebra, and regularly used in Japanese Lesson Study research lessons. However, enactment of structured problem-solving lessons which involves detailed planning, anticipation of student solutions and orchestration of whole-class discussion of solutions is an ongoing challenge for many teachers. Moreover, primary teachers have limited experience in teaching early algebra or mathematical reasoning actions such as generalising. In this study, the critical factors of enacting the structured problem-solving lessons used in Japanese Lesson Study to elicit and develop primary students’ capacity to generalise are explored. Teachers from three primary schools participated in two Japanese Lesson Study teams for this study. The lesson plans and video recordings of teaching and post-lesson discussion of the two research lessons along with students’ responses and learning are compared to identify critical factors. The anticipation of students’ reasoning together with preparation of supporting and challenging prompts was critical for scaffolding students’ capacity to grasp and communicate generality.

KW - Anticipated solutions

KW - Generalising

KW - Lesson study

KW - Orchestrated discussion

KW - Reasoning

KW - Structured problem solving

KW - Teacher actions

UR - http://www.scopus.com/inward/record.url?scp=85062295239&partnerID=8YFLogxK

U2 - 10.1007/s13394-018-0239-5

DO - 10.1007/s13394-018-0239-5

M3 - Article

VL - 31

SP - 1

EP - 25

JO - Mathematics Education Research Journal

JF - Mathematics Education Research Journal

SN - 1033-2170

IS - 1

M1 - 1

ER -