Abstract
This study is grounded on adaptations of Realistic Mathematics Education, Lesson Study and design-based research in Indonesian classroom contexts. Design-based research has gained currency in educational research over the past decade due to its strength to bridge the divide between theoretical research and educational practice in naturalistic settings. Design-based approaches involve a process of designing mathematical tasks, observing the enacted design in classrooms and reflecting on the process from analysing the classroom artefacts. Video plays a central role in supporting teachers and teacher educators to study and reflect on students’ mathematical thinking and in capturing the dynamic of classroom teaching and learning process. This chapter will examine and analyse practitioners’ lenses in capturing the dynamic and complexity of classroom mathematical learning using video vignettes and classroom artefacts including digital photos of classroom moments and students’ work. Practitioners’ lenses are taken as a window to capture key teaching and learning moments from the lessons. Analysis of this selection of these video vignettes along with other classroom artefacts based on practitioners’ lenses provides insights into practitioners’ views on key teaching and learning moments in mathematics lessons.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Bannan-Ritland, B. (2008). Teacher design research: An emerging paradigm for teachers’ professional development. In A. E. Kelly, R. A. Lesh, & J. Y. Baek (Eds.), Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teaching (pp. 246–262). New York: Routledge.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.
Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417–436.
Brophy, J. (2004). Discussion. Advances in Research on Teaching: Using Video in Teacher Education, 10, 287–304.
Cobb, P. (2000). Conducting teaching experiments in collaboration with teachers. In A. E. Kelly & R. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 307–333). Mahwah, NJ: Lawrence Erlbaum.
Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8.
Doig, B., & Groves, S. (2011). Japanese lesson study: Teacher professional development through communities of inquiry. Mathematics Teacher Education and Development, 13(1), 77–93.
Dolk, M., Faes, W., Goffree, F., Hermsen, H., & Oonk, W. (1996). A multimedia interactive learning environment for future primary school teachers. Utrecht, The Netherlands: Freudenthal Institute: NVORWO.
Dolk, M., & Fosnot, C. T. (2005). Turkey investigations, grades 3–5: A context for multiplication. Portsmouth, UK: Heinemann.
Dolk, M., Widjaja, W., Zonneveld, E., & Fauzan, A. (2010). Examining teacher’s role in relation to their beliefs and expectations about students’ thinking in design research. In R. K. Sembiring, K. Hoogland, & M. Dolk (Eds.), A decade of PMRI in Indonesia (pp. 175–187). Utrecht, The Netherlands: APS International.
Freudenthal, H. (1978). Weeding and sowing: Preface to a science of mathematics education. Dordrecht, The Netherlands: D. Reidel Publishing Company.
Freudenthal, H. (1991). Revisiting mathematics education, China lectures. Dordrecht, The Netherlands: Kluwer Academic Publishers.
Gijse, A. (2010). Towards a democratic future. In R. K. Sembiring, K. Hoogland, & M. Dolk (Eds.), A decade of PMRI in Indonesia (pp. 13–27). Utrecht, The Netherlands: APS.
Gravemeijer, K. (1994). Developing realistic mathematics education. Utrecht, The Netherlands: Freudenthal Institute.
Gravemeijer, K. (2004). Local instruction theories as means of support for teachers in reform mathematics education. Mathematical Thinking and Learning, 6(2), 105–128.
Gravemeijer, K., & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematics, 39, 111–129.
Gravemeijer, K., & van Eerde, D. (2009). Design research as a means for building a knowledge base for teachers and teaching in mathematics education. The Elementary School Journal, 109(5), 510–524.
Hall, R. (2000). Videorecording as theory. In A. E. Kelly & R. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 647–664). Mahwah, NJ: Lawrence Erlbaum.
Jacobs, V. R., Lamb, L. L. C., & Phillip, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal of Research in Mathematics Education, 41(2), 169–202.
Jaworski, B. (2008). Building and sustaining inquiry communities in mathematics teaching development. In K. Krainer & T. Wood (Eds.), Participants in mathematics teacher education (pp. 309–330). Rotterdam, The Netherlands: Sense Publishers.
Lesh, R., & Lehrer, R. (2000). Iterative refinement cycles for videotape analyses of conceptual change. In A. E. Kelly & R. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 665–708). Mahwah, NJ: Lawrence Erlbaum.
Lewis, C., Perry, R., & Hurd, J. (2009). Improving mathematics instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, 12(4), 285–304.
Lewis, C., & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: How research lessons improve Japanese education. American Educator, 12(Winter), 12–17. 50–52.
Lin, P.-J. (2002). On enhancing teachers’ knowledge by constructing cases in classrooms. Journal of Mathematics Teacher Education, 5, 317–349.
Mason, J. (2002). Researching your own practice: The discipline of noticing. London: Routledge Falmer.
Mason, J. (2011). Noticing: Roots and branches. In M. G. Sherin, V. R. Jacobs, & R. A. Phillip (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 35–50). New York: Routledge.
Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.
Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences? Journal of Teacher Education, 59(4), 347–360.
Roschelle, J. (2000). Choosing and using video equipment for data collection. In A. E. Kelly & R. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 709–729). Mahwah, NJ: Lawrence Erlbaum.
Saito, E., Hawe, P., Hadiprawiroc, S., & Empedhe, S. (2008). Initiating education reform through lesson study at a university in Indonesia. Educational Action Research, 16(3), 391–406.
Schoenfeld, A. (2002). A highly interactive discourse structure. Social Constructivist Teaching, 9, 131–169.
Seago, N. (2004). Using video as an object of inquiry for mathematics teaching and learning. In J. Brophy (Ed.), Advances in research on teaching (Vol. 10, pp. 259–286). Oxford, UK: Elsevier.
Sembiring, R. K., Hoogland, K., & Dolk, M. (2010). A decade of PMRI in Indonesia. Utrecht, The Netherlands: APS International.
Sfard, A. (2000). On reform movement and the limits of mathematical discourse. Mathematical Thinking and Learning, 2(3), 157–189.
Sherin, M. G. (2004). New perspectives on the role of video in teacher education. Advances in Research on Teaching, 0, 1–27.
Takahashi, A., & Yoshida, M. (2004). Ideas for establishing lesson-study communities. Teaching Children Mathematics, 10(9), 436–443.
van Es, E. A. (2012). Using video to collaborate around problems of practice. Teacher Education Quarterly, 39(2), 103–116.
van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24, 244–276.
Watanabe, T., Takahashi, A., & Yoshida, M. (2008). Kyozaikenkyu: A critical step for conducting effective lesson study and beyond. AMTE Monograph, 5, 131–142.
Widjaja, W. (2012). Exercising sociomathematical norms in classroom discourse about data representation: Insights from one case study of a grade 6 lesson in Indonesia. The Mathematics Educator, 13(2), 21–38.
Widjaja, W., Dolk, M., & Fauzan, A. (2010). The role of contexts and teacher’s questioning to enhance students’ thinking. Journal of Science and Mathematics Education in Southeast Asia, 33(2), 168–186.
Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458–477.
Yackel, E., Cobb, P., & Wood, E. (1998). The interactive constitution of mathematical meaning in one second grade classroom: An illustrative example. Journal of Mathematical Behavior, 17(4), 469–488.
Zulkardi, Z. (2013). Future challenges and educational responses: Curriculum 2013 and PMRI as an innovation in Indonesian mathematics education. Paper presented at the EARCOME 6 Phuket.
Acknowledgements
The authors would like to thank participating teachers and mathematics teacher educators for sharing their insight and learning journey and a primary school in Surabaya for their generous support. We would like to acknowledge the contribution of Ellen Zonneveld, Ahmad Fauzan and the core team of PMRI for their support.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Widjaja, W., Dolk, M. (2015). The Use of Videos and Classroom Artefacts in Professional Development of Teachers and Teacher Educators in Indonesia. In: Ng, S. (eds) Cases of Mathematics Professional Development in East Asian Countries. Mathematics Teacher Education, vol 10. Springer, Singapore. https://doi.org/10.1007/978-981-287-405-4_12
Download citation
DOI: https://doi.org/10.1007/978-981-287-405-4_12
Publisher Name: Springer, Singapore
Print ISBN: 978-981-287-404-7
Online ISBN: 978-981-287-405-4
eBook Packages: Humanities, Social Sciences and LawEducation (R0)