文档介绍：Journal of Mathematical Behavior 24 (2005) 171–190
Learning to teach high school mathematics: Patterns of
growth in understanding right triangle trigonometry
during lesson plan study
Laurie O. Cavey a,∗, Sarah B. Berenson b
a James Madison University, MSC 1908, Harrisonburg, VA 22801, USA
b North Carolina State University, Center for Research in Mathematics and Science Education,
Box 7801, Raleigh, NC 27695-7801, USA
Available online 21 April 2005
Abstract
“Lesson plan study”(LPS), adapted from the Japanese Lesson Study method of professional development, is a
sequence of activities designed to engage prospective teachers in broadening and deepening their understanding
of school mathematics and teaching strategies. LPS occurs over 5 weeks on the same lesson topic and includes
four opportunities to revisit one’s own ideas and the ideas of others. In this paper, we describe one prospective
teacher’s growth in understanding right triangle trigonometry as she participated in LPS. This study is part of a
much larger study investigating how prospective secondary teachers learn to teach mathematics within the context of
LPS. Results of this study indicate that Image Saying, an activity for growth in understanding from the Pirie–Kieren
model [Pirie, S., & Kieren, T. (1994). Growth in mathematical understanding: How can we characterize it and how
can we represent it? EducationalStudies in Mathematics, 26 , 165–190], is critical to prospective teachers’ growth
in understanding school mathematics. Multiple opportunities and contexts within which to share understanding of
school mathematics led to significant growth in understanding of right triangle trigonometry which in turn led to
growth in understanding of teaching strategies. That is, the results of this study indicate that growth in understanding
school mathematics (what to teach) leads to growth in understanding teaching strategies (how to teach) as prospective
teachers participate in LPS.