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http://dx.doi.org/10.7468/jksmec.2018.21.3.309

A Case Study on Reflection and Practice of an Elementary School Teacher in the Process of Planning, Executing and Criticizing a Lesson on Division with Decimals  

Kim, Sangmee (Department of Mathematics Education, Chuncheon National University of Education)
Publication Information
Education of Primary School Mathematics / v.21, no.3, 2018 , pp. 309-327 More about this Journal
Abstract
This study is a case study of an elementary school teacher's reflection and practice in the process of planning, executing and criticizing his lesson on division with decimals. The purpose of this study was to clarify what kinds of problems an elementary school teacher was thinking about and how his focus was changing in the process of planning and executing a lesson and criticizing his lesson with his peers. The teacher was set in three periods: a teacher planning a lesson, a teacher executing a lesson, and a teacher criticizing his or her own lesson. Each period was analyzed in eight aspects: Establishing the goals for mathematics, implementing tasks, connecting mathematical representations, facilitating mathematical discourse, posing questions, building procedural fluency from conceptual understanding, supporting productive struggles, and using evidences of students' thinking.
Keywords
elementary school teacher; division with decimals; teacher's reflection; teacher's practice;
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  • Reference
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