Mathematics Research Lesson Content Framework Of Research

Mathematics lesson study, made by mathematics teachers, is a specific research on classroom mathematics teaching. Nowadays teacher, always as researcher, need to be provided with a directing framework in order to promote their lesson study. The overseas frameworks, by following the procedure of lesson study, mainly focu on format direction, and often lack of in-depth exploration into mathematics contents. In the other hand, teachers, with the traditional form of lesson study, know well the matter of research, but their research is far from thorough and thus has failed to meet their needs of professional development. The recently introduced paradigm of scientific positivism, different from Chinese teachers’custom of research, has not been generally adopted in actual teacher lives.The content-oriented framework of mathematics lesson study, which suits the features of teacher research, is put forward in order to set lesson study on the basis of teaching practice and experience, to provide teachers with direct content direction in specific research. In terms of mathematics lesson study, program, method and procedure are the research form, while objects, questions, materials and objectives are research content. The objective of this thesis is to construct an directing framework composed of research objects, questions, materials and objectives.Lesson study is of practical ieason, it’s aims;s understanding and, more importantly, improving teaching practice. According to the features of teacher’s research, the object of mathematics lesson study is mathematics classroom teaching, where research questions are from; the objective is classroom teacing improvement and teachers’professional development; the basic contents of lesson study are teaching phenomena and teachers’experience, the main contents are classroom teaching’s overall factors and partial factors relevant to classroom teaching phenomena and experience, as well as mathematics teachers’teaching experience, professional knowledge, professional ability and affection.So far, a logic procedure of mathematics lesson study can be concluded: discovering teaching phenomenas→defining research question→reflecting phenomena and experience→improving experience and practical knowledge→improving theoretical knowledge→perfecting lesson and teachers→moving on to next lesson study.Following this procedure, we can construct an complete framework of mathematics lesson study, which logically starts from teaching phenomena, and is comprised of framework focusing on classroom teaching and framework focusing on mathematics teachers’professional development. In order to achieve an effective implement of the research framework, mathematics teacher should keep to the following principles:down-to-earth principle; correspondence of teaching and mathematics and correspondence of teaching and learning; bi-direction constructivism; sustainable development principle; open-mindedness and pluralism.