- Event - Oct 30 Top democracy award for ’fake news’ research project
- Mathematics - Oct 27 University of Warwick scoops three Leverhulme prizes
- Mathematics - Oct 27 University of Warwick scoops four Leverhulme prizes
- Physics - Oct 23 Scientists create magnetic system transforming heat into motion
- Mathematics - Oct 23 The world’s first 3D printed steel bridge will be a ’living laboratory’
- Physics - Oct 3 Electron behaviour under extreme conditions described for the first time
- Mathematics - Oct 3 Fields medallist mathematician joins Imperial
- Mathematics - Sep 28 How do zebrafish develop their stripes?
- Medicine - Sep 27 App- based citizen science experiment could help researchers predict future pandemics
- Computer Science - Sep 26 The 3D selfie is here
- Life Sciences - Sep 20 Oxford University announce new research collaboration
- Life Sciences - Sep 20 New partnership aims to be "paradigm of scientific excellence"
Are there lessons we can learn from a Japanese style of teaching?
The year seven pupils from Bluecoat Academy will experience a live and large scale, Japanese-style problem solving lesson with expert guidance from maths teachers from Tokyo Gakugei University during the event organised by the Centre for Research in Mathematics Education at The University of Nottingham.
The conference, which takes place on Friday July 14, will provide unique opportunities to explore approaches to maths teaching and learning, as well as maths teachers’ professional development, that are key to mathematical success in other parts of the world.
The Lesson Study approach was first established in Japan more than 100 years ago and is increasingly being used in other countries, particularly Singapore and the US – and now in England. It is a method of classroom-based professional development, built round ‘research lessons’ that are planned by a team of educators and delivered by one of them.
Lesson study involves groups of teachers collaboratively planning, teaching, observing and analysing learning and teaching in ‘research lessons’. Over a cycle of research lessons, they may innovate or refine an approach that will improve pupil’s learning and which will be shared with others both through public research lessons, and through the publication of a paper outlining their findings.
The centre’s Geoff Wake, Professor of Mathematics Education, has been leading a Nuffield Foundation-funded project - LeMaPS: Lessons for Mathematical Problem Solving - which has investigated the potential of Japanese lesson study to support the professional learning of mathematics teachers.
Professor Wake said: “This event provides a unique opportunity in the UK to consider the process in Japan that supports teachers to become experts while developing students’ mathematical knowledge and problem solving expertise.
“Our research collaboration with Japan has shown how we can both learn from our respective countries, with our Japanese colleagues having been particularly keen to find out more about how we approach problem solving here in Nottingham.”
The afternoon of the conference will be given over to opportunities to take part in a choice of two from four workshop sessions led by teachers and researchers exploring what we might learn from other countries about a number of other important issues including text books, curriculum, and assessment.
Deep Learning Through Deep Teaching: What Can We Learn from Other Countries takes place from 9am to 4.15pm on Friday July 14 at the Jubilee Conference Centre at the University’s Jubilee Campus in Nottingham.
The cost for this event is £125 per person for a full day of lesson study, workshops, resources and catering and places can be booked online.
Last job offers
- Mathematics - 31.10
Tenure Track Assistant Professorship in Stochastic Analysis
- Mathematics - 31.10
Professorship in Statistics
- Mathematics - 15.11
Associate Professorship (or Professorship) of Statistics
- Mathematics - 2.10
Professor of Probability