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http://dx.doi.org/10.7468/mathedu.2022.61.1.83

A case study for class improvement through online math class analysis and self-evaluation: Focusing on fair access, autonomy, initiative, and evaluation areas in the TRU analysis  

Park, Mangoo (Seoul National University of Education)
Kim, Ji Young (Seoul National University of Education)
Kim, Minhwe (Seoul National University of Education)
Yoon, Jong Chun (Seoul National University of Education)
Lee, Jung Min (Seoul National University of Education)
Publication Information
The Mathematical Education / v.61, no.1, 2022 , pp. 83-108 More about this Journal
Abstract
This research is a case study in which teachers tried to improve classes through online class analysis and self-evaluation in elementary school mathematics classes using a checklist of class reflection based on fair access, autonomy, initiative, and evaluation areas in the TRU analysis framework of Schoenfeld (2016). As a result, it was confirmed that the teacher's fair participation, student autonomy, initiative, feedback, and evaluation areas improved teaching methods during the short time. Therefore, if you want to improve classes in relatively short period of time, you can see the effect of some improvement only by self-evaluation. However, continuous improvement of teaching methods require the help of a teacher communities including experts or critical colleagues, and a longer-term case study.
Keywords
on-line mathematics lesson; TRU analysis; self-evaluation;
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