Teachers 's role During the Lesson
The following pedagogical terms are commonly used to describe the teachers' key role within a lesson : Hatsumon, Kikan-shido, Neriage and Motome.
Hatsumon means asking a key qeustion that provokes students' thinking at a particular point in then lesson. At then beginning of the lesson, the teacher may ask a question to probe or promote students' understanding of then problem. During the whole-class discussion, on the other hand, he or she may ask, for example, about the connections among the proposed approaches to solving the problem or the efficiency and applicability of erach approach.
Kikan-shido means instructions at students 'desk and includes a purposeful scanning by the teacher of the students' individual problem solving processes. While the teacher moves about the classroom, silently monitoring students' activities, he perform two important activities that are closely tied to the whole- class discussion that will follow the individual work.
First the teacher assesses students' problem solving progress. In some cases, the teacher suddgests a direction for students to follow or gives hints for approaching the problem.
Second, the teacher makes mental notes as to which student used different approaches to the problem.
The term Neriage describes the dynamic and collaborative nature of the whole-class discussion during the lesson. In Japanese, the term Neriage means knesding up and polishing up. In context of teaching, ther term works as a metaphor for the process of polishing students ' ideas and of developing an integrated mathematical idea through thw whole class dicussion. Japanese teachers regard Neriage as critical for the success orn failure of the lesson.
The Japanese term Motome means summing up. Japanese teachesrs think that this stages is indipensable for a succesful lesson. The motome satge Japanese teachers tend to make a final and careful comment on student work in terms of mathematical sophistication.