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An inquiry model for mathematics teachers’ professional development

This paper proposes an inquiry model for improving the teaching of mathematics based on the practice of lesson study. This model provides both pre-service and in-service mathematics teachers with multiple pathways for designing a mathematics lesson plan. The result of this research plays an important role in determining if the model is effective in helping teachers to develop their professional expertise. | VNU Journal of Science: Education Research, Vol. 32, No. 4 (2016) 21-28 An Inquiry Model for Mathematics Teachers’ Professional Development Nguyen Danh Nam* Thai Nguyen University of Education Received 12 August 2016 Revised 06 September 2016; Accepted 22 December 2016 Abstract: This paper proposes an inquiry model for improving the teaching of mathematics based on the practice of lesson study. This model provides both pre-service and in-service mathematics teachers with multiple pathways for designing a mathematics lesson plan. The result of this research plays an important role in determining if the model is effective in helping teachers to develop their professional expertise. The model also leads to teachers’ improved teaching and provides valuable insights into the process of mathematics teaching. Keywords: Professional development, lesson study, teaching Mathematics, research lesson. 1. Introduction * lesson, and kenkyu, which means study or research. It is a system for creating professional knowledge about teaching (Hiebert, Gallimore & Stigler, 2002). Lesson study is used extensively throughout Japan and has begun to capture the attention of the Vietnamese educational community as a potential strategy for enhancing teacher professional development in Vietnam (Vu Thi Son, Nguyen Duan, 2010; Nguyen Thi Duyen, 2013) [2, 8]. Lesson study involves groups of teachers meeting regularly over a period of time to work on the design, implementation, testing, and improvement of one or several “research lessons” (Stigler & Hiebert, 1999). Research lesson (RL) is an actual classroom lesson, taught to one’s own students, which is: (a) focused on a specific teacher-generated problem, goal, or vision of pedagogical practice; (b) carefully planned, usually in collaboration with one or more colleagues; (c) observed by other teachers; (d) recorded for analysis and reflection; and (e) discussed by Professional development is defined as activities that develop an .