Initial communication with a number of schools and mathematics teachers resulted in the participation of two schools with 11 mathematics teachers volunteering to take part in the research. Irish Educational Studies, 32 3 , Mathematics Teaching, 77, Research Methodology The investigation is conducted as a case study in two sites with schools involved at different phases Phase 1 and Phase 2 of the national curriculum roll-out Jeffes et al. This designing of questions became a learning activity for teachers in enhancing their understanding of the mathematical content of the lesson. One way in encouraging this is to facilitate students working in groups or pairs where they talk to each other in attempting to solve a problem or engaging in a mathematical activity.

While the interviews did allow for certain themes to appear, such as changes to classroom practices or an increased focus on student thinking, these themes were evident of the semi-structured questions asked during the interview. Foundations of the New Reform. Who teaches mathematics at second level in Ireland? This research lesson also utilised Project Maths curriculum materials PMDT, resources providing contextualised questions but modified them to better suit the particular lesson objective and student ability. Common Challenges and National Policies. As part of the lesson study process, observing one student or a group of students during a research lesson highlighted areas where a learner could become confused and which teachers had not anticipated.

## Project Maths – A fresh approach for changing times

Teacher Community and Lesson Study Research increasingly points to the importance of considering the social dimension of learning for teachers including communication, collaborative learning and sharing of knowledge Grossman et al.

However, towards the end of the year, teachers at Doone noted that as they were becoming more assured in their lesson study activities the more experienced teachers not involved in the research were becoming more interested in their informal conversations and teaching practices.

These emphases of the problem solving process will form the frame in which this data will be analysed. Learning Mathematics in a Classroom Community of Inquiry.

## Problem-solving in Maths

The curriculum represents a philosophical shift in Irish post-primary classrooms from a highly didactic approach with relatively little emphasis on problem solving Oldham, towards a dialogic, investigative, problem-focused probblem to teaching and learning mathematics. The length of meetings varied often in Crannog where a common suitable period was difficult to arrange for teachers.

The objective of this research is to introduce a model of sustainable, school-based professional development to mathematics teachers which will enhance their pedagogical content knowledge and classroom practices in relation to a new mathematics curriculum.

Teaching and Teacher Education, 26 3 Reflections on doing and teaching mathematics.

This is particularly relevant in the phase 2 school which, in contrast to the phase 1 school, proble not receive as extensive external support from PMDT during the national curriculum change process One of the most contentious issues for teachers in this research was that of time, as had also been predicted as a problem for American teachers in adopting lesson study Clea Fernandez, A professional development model.

Leaving Certificate Mathematics Syllabus: Crucial episodes within problem solving are: Lesson Study in a Mathematics Teacher Community: Teachers devised a lesson where students measured the speed at particular distances of a tractor travelling on the school sports field.

# Problem-solving in Maths

Irish Educational Studies, 20 1 Michael yeah I always try to think of it from their point of view. It is difficult to answer whether the culture at Doone was changed following the intervention since the teachers did not engage in lesson study during the following year and, due to a number of organisational issues, did not participate in any departmental meetings as mathematics teachers.

Michael I refer to the syllabus a whole lot more now. That kind of tells youâ€¦ Lisa: Lisa a third go down on Monday, what fraction of the whole class goes down on Monday? Eileen was then asked why she thought this may have developed.

So I think in terms of timing of the lesson and in terms of expectations of feedback and that sort of thingâ€¦what I saw in those lessons is Ni Shuilleabhain, A. Teachers in Doone voluntarily gave their time participating in these meetings.

One particular learning moment for the teachers is identified in the data where teachers realise that they should not include numerical values within the questions, but maintain the abstract value in order to necessitate the fraction multiplication. Toward a theory of teacher community. This feature of situated realism also requires that any model of professional development adopted should be adaptable in order to best exist and flourish within that particular environment.

A powerful tool in school restructuring. School norms, leadership, physical environment and resources all impact the development and sustainability of a teacher community. Despite this, however, it is clear from the generated data that teachers enjoyed the process of devising lessons with one another and learned much through community and self reflection of their classroom practices.

Journal of Mathematics Teacher Education, 12 4 Ideas for Establishing Lesson-Study Communities. Professional community and the problem of high school reform. Current Irish post-primary school infrastructure is comprised of curricular departments, structured in varying degrees of organisation and collaboration according to the school.

Bcca were also willing to take more risks in their teaching Dudley, in employing new mathematical strategies and teaching approaches due to their participation in the community engaged in lesson study. The research log also provided a summary of the interactions and overall atmosphere of the meetings.