Mathematical Writing Prompts: Examining Pre-service Teachers’ Practice Through Lesson Study in Distance Learning

Conference: The Asian Conference on Education (ACE2022)
Title: Mathematical Writing Prompts: Examining Pre-service Teachers’ Practice Through Lesson Study in Distance Learning
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Oral Presentation
Authors:
Rovic Perocho, Mindanao State University - Iligan Institute of Technology, Philippines
Alexis Michael Oledan, Mindanao State University - Iligan Institute of Technology, Philippines
Amelia Buan, Mindanao State University - Iligan Institute of Technology, Philippines
Joneil Medina, Mindanao State University - Iligan Institute of Technology, Philippines
Crispin Ebal Jr., Mindanao State University - Iligan Institute of Technology, Philippines

Abstract:

This study aims to explore pre-service teachers’ practice through lesson study and to provide an in-depth understanding of their experiences and perspectives in integrating mathematical writing prompts in distance learning. The participants of the study included eight (8) Mathematics pre-service teachers enrolled in a teaching internship course. In addition to this, ten (10) learners were interviewed to provide a data source for triangulation. Using a descriptive qualitative study employing case studies, this research explored cases of writing prompt integration from two lesson study teams through detailed, in-depth data collection using various data sources. Results show that the integration practice improved their lesson structure. Five themes emerged following the four-phase iterative process of thematic analysis. This includes increased student engagement, understanding student learning process, facilitating effective discussion, evidences of a successful lesson, and effective mathematical writing prompt integration. The themes generated were confirmed with the pre-service teachers and validated by a language expert. The pre-service teachers’ lesson study engagement causes them to improve their integration practice specific to improving their formulated writing prompts to address student thinking and lesson objectives. It also influenced them to develop their pedagogical and content knowledge. Conducting a lesson study was highly recommended by the pre-service teachers as this helped them address challenges in classroom facilitation when integrating mathematical writing prompts. Moreover, learners’ cognitive understanding and perceptions were positive with the writing prompts. Hence, the integration of mathematical writing prompts is highly recommended for teachers in distance learning.

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