The implementation of lesson study in primary education in the Netherlands

Item does not contain fulltextLesson Study is a widespread teacher professional development approach. Over the past few years, Lesson Study has become more widely known in the Netherlands. The origin of Lesson Study from another country and culture may create additional challenges for successful implementation of this approach in this small European country with its own educational context. The aim of the case study described in this chapter was not to investigate the effectiveness of the approach, but to examine the factors promoting or impeding its successful implementation in the context of additional needs support in three elementary Dutch schools. Though the suggestions made for careful implementation of this approach may be important for other schools in the Netherlands and in other countries, we must realise that Lesson Study can have greater impact if attention is paid to its preconditions. It is easy to simply initiate the implementation of Lesson Study, but it is not that easy to implement this innovation in a sustainable way

THE ROLES OF ARITHMETIC FLUENCY AND EXECUTIVE FUNCTIONING IN MATHEMATICAL PROBLEM-SOLVING

This study is conducted to further understand the direct and indirect contributions of executive functioning (visuo-spatial updating, verbal updating, inhibition, shifting) and arithmetic fluency to mathematical problem-solving in 458 fourth-grade students. Arithmetic fluency along with visuospatial and verbal updating were significant predictors of mathematical problem-solving at the end of grade 4. When the growth in mathematical problem-solving during grade 4 was analyzed, only arithmetic fluency directly and strongly contributed to students’ problem-solving at the end of grade 4. Inhibition and shifting (in combination with inhibition) were indirectly connected to mathematical problem-solving at the end of grade 4 via their arithmetic fluency. Arithmetic fluency plays a critical role and continues to do this in mathematical problem-solving. Furthermore, a decline in importance for visuospatial and verbal updating and increasing importance of inhibition and shifting (com-bined with inhibition) were found with regard to stu-dents’ ability to solve mathematical problems during grade 4

Impact of Children's math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development

We examined to what extent children's development of arithmetic fluency and mathematical problem-solving was influenced by their math self-concept, math self-efficacy, and math anxiety but also teacher competence, specifically: actual teaching behavior, self-efficacy, and mathematical teaching knowledge. Participants were 610 children and 31 teachers of grade four. Multi-level analyses showed children's math self-concept to be a positive predictor of arithmetic fluency and actual teaching behavior to be a negative predictor. The development of mathematical problem-solving was predicted: positively by mathematical teaching knowledge; negatively by actual teaching behavior and teachers’ self-efficacy; and not at all by the child factors of math self-concept, math self-efficacy, or math anxiety. Promoting the self-confidence of young children is essential for their mathematical development. More research into the relationship between teaching behaviors and children's math development is needed

The Roles of Arithmetic Fluency and Executive Functioning in Mathematical Problem-Solving

This study is conducted to further understand the direct and indirect contributions of executive functioning (visuo-spatial updating, verbal updating, inhibition, shifting) and arithmetic fluency to mathematical problem-solving in 458 fourth-grade students. Arithmetic fluency along with visuospatial and verbal updating were significant predictors of mathematical problem-solving at the end of grade 4. When the growth in mathematical problem-solving during grade 4 was analyzed, only arithmetic fluency directly and strongly contributed to students’ problem-solving at the end of grade 4. Inhibition and shifting (in combination with inhibition) were indirectly connected to mathematical problem-solving at the end of grade 4 via their arithmetic fluency. Arithmetic fluency plays a critical role and continues to do this in mathematical problem-solving. Furthermore, a decline in importance for visuospatial and verbal updating and increasing importance of inhibition and shifting (com-bined with inhibition) were found with regard to stu-dents’ ability to solve mathematical problems during grade 4

Knapper dan knap : meervoudige intelligentie bij peuters en kleuters

U kijkt met een andere bril naar de ontwikkeling van peuters en kleuters. Dit gebeurt vanuit de uitgangspunten van MI. Door meerdere intelligentiegebieden aan te spreken binnen een activiteit, verhoogt u de kwaliteit ervan. U maakt o.a. gebruik van de volgende werkvormen: kringactiviteiten, namen lezen, vertelkring, het speelwerken en meer van die terugkerende activiteiten

The Roles of Arithmetic Fluency and Executive Functioning in Mathematical Problem-Solving

This study is conducted to further understand the direct and indirect contributions of executive functioning (visuo-spatial updating, verbal updating, inhibition, shifting) and arithmetic fluency to mathematical problem-solving in 458 fourth-grade students. Arithmetic fluency along with visuospatial and verbal updating were significant predictors of mathematical problem-solving at the end of grade 4. When the growth in mathematical problem-solving during grade 4 was analyzed, only arithmetic fluency directly and strongly contributed to students’ problem-solving at the end of grade 4. Inhibition and shifting (in combination with inhibition) were indirectly connected to mathematical problem-solving at the end of grade 4 via their arithmetic fluency. Arithmetic fluency plays a critical role and continues to do this in mathematical problem-solving. Furthermore, a decline in importance for visuospatial and verbal updating and increasing importance of inhibition and shifting (com-bined with inhibition) were found with regard to stu-dents’ ability to solve mathematical problems during grade 4