An investigation of the course planning process of pre-service primary school mathematics teachers on fifth grade fractions topic based on lesson study model

The present study aimed to investigate the course planning skills of the pre-service mathematics teachers based on the lesson study model. In this context, initially the knowledge level of the pre-service teachers on the lesson study model was determined. Then, a seminar was organized on the lesson study model and the variations in the ideas of pre-service teachers were investigated. After that process, the pre-service teachers developed course plans individually and, in a group, based on the lesson study model. Finally, the differences between the two plans that pre-service teachers developed individually and within the group were analyzed. In the study, case study design, a qualitative research method, was utilized. Eleven pre-service teachers who were attending Fırat University, Faculty of Education, Primary School Mathematics Teaching Program junior year participated in the study. Typical case sampling was used to identify participants. The study data were collected within a process of 7 weeks. The study data was collected with an interview form, observations, a rubric form and document analysis methods. Study findings demonstrated that the pre-service teachers had little knowledge about the lesson study model before the seminar. It was observed that the responses given to the questions were simply based on the "collective study" concept. However, after the seminar, it was observed that pre-service teachers gave correct answers to the questions and their views changed. A general comparison demonstrated that before the seminar, pre-service teachers considered the model as a collaborative learning model, however after the seminar, they realized that the approach actually was a model where the teachers made decisions collectively. Furthermore, it was observed that individual course plans were not developed based on the course objectives, in the order of the topics were not adequate and the course topics were not planned based on the student level within the scope of the predetermined criteria. When the plans made as a group were examined, it was observed that the topics were planned in a regular order and holistically, attention was paid to the transitions between the topics and activities and the examples prepared for the students were related to the topics. Thus, it was determined that the planned activities by pre-service teachers as a group based on the lesson study method was more effective than the plans made individually. Recommendations are presented in line with the study findings.