Lesson Study Research and Practice in Mathematics Education

by Hart, Lynn C.; Alston, Alice S.; Murata, Aki

• ISBN13: 9789048199402
• ISBN10: 9048199409
• Format: Hardcover
• Copyright: 2011-01-14
• Publisher: Springer Verlag

Summary

Lesson study is a professional development process that teachers engage in to systematically examine their practice, with the goal of becoming more effective. Originating in Japan, lesson study has gained significant momentum in the mathematics education community in recent years.As a process for professional development, lesson study became highly visible when it was proposed as a means of supporting the common practice of promoting better teaching by disseminating documents like standards, benchmarks and nationally validated curricula.While the body of knowledge about lesson study is growing, it remains somewhat elusive and composed of discrete research endeavors. As a new research area there is no coherent knowledge base yet. This book will contribute to the field bringing the work of researchers and practitioners together to create a resource for extant work.This book describes several aspects of Lesson Study, amongst others: it gives an historical overview of the concept, it addresses issues related to learning and teaching mathematics, it looks at the role of the teacher in the process. The last two sections of the book look at how lesson Study can be used with preservice mathematics teachers and at university mathematics methods teaching.

Table of Contents

Introduction: Conceptual Overview of Lesson Study	p. 1
Jumping into Lesson Study: Inservice Mathematics Teacher Education	p. 13
Lesson Study: The Impact on Teachers' Knowledge for Teaching Mathematics	p. 15
Developing the Habits of Mind for a Successful Lesson Study Community	p. 27
Influence of Lesson Study on Teachers' Mathematics Pedagogy	p. 39
Examining Change in Teacher Mathematical Knowledge Through Lesson Study	p. 59
Response to Part I: Jumping into Lesson Study-Inservice Mathematics Teacher Education	p. 79
Emerging Issues from Lesson Study Approaches in Prospective Mathematics Teacher Education	p. 83
Investigating Approaches to Lesson Study in Prospective Mathematics Teacher Education	p. 85
Lesson Study in Preservice Elementary Mathematics Methods Courses: Connecting Emerging Practice and Understanding	p. 103
Lesson Study as a Framework for Preservice Teachers' Early Field-Based Experiences	p. 117
Response to Part II: Emerging Issues from Lesson Study Approaches in Prospective Mathematics Teacher Education	p. 127
Challenges and Promises of Unchartered Water: Lesson Study and Institutes of Higher Education	p. 133
Lesson Study as a Tool for Developing Teachers' Close Attention to Students' Mathematical Thinking	p. 135
Lesson Study as a Learning Environment for Coaches of Mathematics Teachers	p. 153
Walking the Talk: Lessons Learned by University Mathematics Methods Instructors Implementing Lesson Study for Their Own Professional Development	p. 165
Response to Part III: Challenges and Promises of Unchartered Water-Lesson Study and Institutes of Higher Education	p. 175
Seeing the Whole Iceberg: The Critical Role of Tasks, Inquiry Stance, and Teacher Learning in Lesson Study	p. 179
The Critical Role of Task Development in Lesson Study	p. 181
The Intersection of Lesson Study and Design Research: A 3-D Visualization Development Project for the Elementary Mathematics Curriculum	p. 201
Lesson Study: A Case of the Investigations Mathematics Curriculum with Practicing Teachers at Fifth Grade	p. 221
Response to Part IV: Seeing the Whole Iceberg-The Critical Role of Tasks, Inquiry Stance, and Teacher Learning in Lesson Study	p. 235
Ideas for Developing Mathematical Pedagogical Content Knowledge Through Lesson Study	p. 241
What's Going on Backstage? Revealing the Work of Lesson Study with Mathematics Teachers	p. 243
Learning from Lesson Study: Power Distribution in a Community of Practice	p. 251
Preparing for Lesson Study: Tools for Success	p. 269
Response to Part V: Ideas for Developing Mathematical Pedagogical Content Knowledge Through Lesson Study	p. 279
Final Thoughts	p. 289
Index	p. 291
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