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SLOWING DOWN TEACHING Interviewing TIMSS course participants to understand the effects of guided lesson analysis on teacher understanding of math instruction This project is was carried out by Bonita DeAmicis (Educational Leadership Program, UCLA). Project Summary This study examined the effects of guided lesson analysis on teacher understanding of math instruction as elicited by the online course, TIMSS Video Studies: Explorations of Algebra Teaching. The TIMSS course uses videos of international lessons and allows participants the rare opportunity to peek into classrooms from around the world. Participants view the lessons and respond to prompts intended to generate participant thinking and analysis in an attempt to engage teachers in higher level reasoning about teaching methods and content. In this study 15 participants that had taken the TIMSS Algebra course were interviewed. They shared what their course experience was like and described ways in which the course changed their perceptions about math instruction. Most notably, participants described making various changes to their classroom instruction using the teaching principles that they learned from the videos. That is, they transferred the learning they gained from the analysis activities into principles they could apply to any and all math lessons, a promising find for lesson analysis. Other Network Research... PIER Project Assessing Teachers' Knowledge of Teaching Mathematics Linking Lesson Planning and Analysis
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