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( Elipane Levi Esteban ),( Lartec Jane K ),( Elipane Romeo ) 한국수학교육학회 2013 수학교육 학술지 Vol.2013 No.-
This paper deems to make explicit several issues that surfaced during a seminarworkshop that introduced Lesson Study to teachers, administrators, and university instructors in Northern Philippines. Several issues emerged based on the interviews, utterances during formal and informal discussions and workshops, and survey responses: (1) The need for sustained Lesson Study interventions; (2) The positioning and attitudes of teachers; and (3) Collegiality and collaboration within and across schools and institutions. The intent of this paper is to contribute to the ongoing and growing reflections on the transferability or replicability of Lesson Study in cultural and institutional settings other than Japan.
Introducing Lesson Study in Southern Philippines : Foreseen Challenges
( Elipane Levi Esteban ),( Tandog Leorence ),( Elipane Fe Jane ) 한국수학교육학회 2013 수학교육 학술지 Vol.2013 No.-
This paper is an elaboration of the foreseen challenges of implementing Lesson Study as a mathematics teacher professional initiative in Kidapawan, a province in the Southern part of the Philippines called Mindanao. The analysis of data based on a phenomenological approach made use of the Anthropological Theory of the Didactics as an analytical tool. Through the utterances of the participants, it was apparent how: 1) Leadership; 2) Teachers` mindset, and 3) Affordances of the national curriculum guidelines were deemed as critical factors in being able to optimally engage in professional development model that originated from Japan.
Developing Deep Mathematics Teaching Discourse through Research Lessons
( Elipane Levi Esteban? ),( Paghubasan Mary Grace ),( Discutido Bernardo ),( Valenzuela Joey ),( Estanislao Mary Love ),( Ortega Mary Jane ),( Elipane Faith ) 한국수학교육학회 2013 수학교육 학술지 Vol.2013 No.-
This paper is an elaboration on how a group of teachers who have engaged in a Lesson Study for the first time were able to make sense of the Research Lesson that they have organized by analysing their utterances during the post-lesson debriefing. Using opencoding, three main issues emerged during the discussions: 1) a more informed epistemological knowledge on problem-solving-oriented lessons; 2) the importance of in-depth investigations on the students’ learning conditions and the tasks to be privileged in the class; and 3) A realization that a collaborative endeavour for teacher development is more effective than learning in isolation.
( Elipane Levi Esteban? ),( Esteban Jessie ),( Sanchez Janry ),( Coro Gina ),( Gibaga Annaliza ),( Dalupang Jane ),( David Dennis ),( Elipane Jasper ) 한국수학교육학회 2013 수학교육 학술지 Vol.2013 No.-
This paper is a report on the foreseen benefits and challenges on mathematics teacher professional development as the teachers in a small private school in Antipolo City, Philippines were sensitized to the notion of Lesson Study. Utilizing the Anthropological Theory on Didactics as an analytical tool, the teacher’s utterances regarding their lived and imagined experiences during a two-week training on Lesson Study were analysed. Three main issues emerged: 1) The importance of having concrete images of non-traditional mathematics teaching; 2) The affordances brought about by having supportive leadership; and 3) Collaboration as an empowering factor for teachers.