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.
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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.
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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
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