Lesson Study Research and Practice in Mathematics Education (eBook)

Prologue 5
Contents 7
Contributors 10
Introduction: Conceptual Overview of Lesson Study 13
Lesson Study: Structures, History, and Variation 14
Focus on Student Learning 16
Research Lesson: Centerpiece of Lesson Study 17
Research on Lesson Study 18
Teacher Learning 18
Adapting Lesson Study 19
Issues from the Field 20
Learning About Lesson Study Together 21
References 23
Jumping into Lesson Study: Inservice Mathematics Teacher Education 25
Lesson Study: The Impact on Teachers’ Knowledge for Teaching Mathematics 26
Rationale for the Study 26
Context of the Study 27
Analyzing the Impact of Lesson Study on Teachers’ Knowledge 29
What the Analysis Revealed 30
Lesson Plans and Discussions 30
Level of Anticipated Students’ Questions/Responses 33
Implications and Conclusion 35
References 36
Developing the Habits of Mind for a Successful Lesson Study Community 38
Background 38
Theoretical Framework 38
Overview 39
Part 1: Becoming a Lesson Study Community 40
The School System 40
Japanese Elementary Lesson Study (JELS) 40
Part 2: The Research Project 45
Data Collection and Analysis 45
Results 46
Discussion 48
References 49
Influence of Lesson Study on Teachers’ Mathematics Pedagogy 50
Context of Lesson Study 51
Theoretical Framework 51
Methods 52
Case Study Teachers 52
Findings and Discussion 53
Initial Lesson Study Experience 53
Completing the Research Lesson 54
Abandoning the Research Lesson 55
Teachers’ Pedagogies 57
Initial Pedagogies of Pat and Rachel 58
Pedagogies After Lesson Study 59
Linking Teacher Change to the Lesson Study 62
Implications 63
Leadership in Lesson Study 64
The Influence of School Administration 65
Creating a Successful Lesson Study 66
References 67
Examining Change in Teacher Mathematical Knowledge Through Lesson Study 69
Anticipated Teacher Learning in Each Phase of the Lesson Study Process 70
Methods and Results 71
Teachers 71
Data Collection and Analysis 72
Lesson Study at Eastern Elementary 72
Introduction to Lesson Study 72
Investigating Goals 73
Planning the First Research Lesson: Christmas Cookies 75
The First Research Lesson: Christmas Cookies 76
Debrief/Reflection on the First Lesson: Christmas Cookies 76
Planning the Second Lesson: Fair-Sharing Pizza 77
Second Research Lesson: Fair-Sharing Pizza 78
Second Lesson Debrief/Reflection: Fair-Sharing Pizza 78
Planning the Third Lesson 79
The Third Research Lesson 81
Third Debrief/Reflection 82
Teacher Learning Through Lesson Study 83
Reexamining the Mechanisms of Lesson Study 84
Discussion 85
References 86
Response to Part I: Jumping into Lesson Study—Inservice Mathematics Teacher Education 88
References 90
Emerging Issues from Lesson Study Approaches in Prospective Mathematics Teacher Education 92
Investigating Approaches to Lesson Study in Prospective Mathematics Teacher Education 93
Relevant Literature and Theoretical Perspective 94
Design and Methods of Inquiry 95
Secondary Prospective Teacher Lesson Study Approach 96
Elementary Prospective Teacher Lesson Study Approach 97
Data Collection and Analysis 98
Findings 99
Learner-Centeredness of the Lesson Study Approaches 99
Knowledge-Centeredness of the Lesson Study Approaches 100
Assessment-Centeredness of the Lesson Study Approaches 102
Community-Centeredness of the Lesson Study Approaches 103
Discussion 105
Concluding Remarks 108
References 109
Lesson Study in Preservice Elementary Mathematics Methods Courses: Connecting Emerging Practice and Understanding 111
Introduction 111
Lesson Study Course Activities by Week 112
Week 1: Introduction to Lesson Study 114
Week 2: Deciding Lesson Study Goals and Topics 114
Week 3: Situating Goals with Standards 114
Week 4: Situating Student Learning in Research and Deciding on Assessment 115
Week 5: Analyzing Student Data 115
Weeks 6–8: Unit and Lesson Planning 115
Research Lesson Events 116
Week 9: Group Reflection 117
Week 10: End-of-Quarter Presentation 117
Discussion 117
Appendix 1: Student Assessment Assignment Guidelines 120
Appendix 2: Lesson Study Lesson Plan 120
Appendix 3: What to Expect on the Research Lesson Day… 121
Before the lesson: 121
Appendix 4: Final Project Guidelines 122
References 123
Lesson Study as a Framework for Preservice Teachers’ Early Field-Based Experiences 125
Introduction 125
Philosophical and Practical Considerations 125
Overview of the College Course 126
Reflections and Conclusion 133
References 134
Response to Part II: Emerging Issues from Lesson Study Approaches in Prospective Mathematics Teacher Education 135
Lesson Study Approaches 135
Prospective Teachers’ Learning 137
Factors that Framed Learning 138
The Role of the Teacher Educator 138
The Group Collaboration 139
Concluding Remarks 139
References 140
Challenges and Promises of Unchartered Water: Lesson Study and Institutes of Higher Education 141
Lesson Study as a Tool for Developing Teachers’ Close Attention to Students’ Mathematical Thinking 142
Introduction 142
Research Questions 143
Theoretical Framework 143
Background and Methodology 144
Selected Results 146
The Planning/Investigation Phase 146
The Research Lessons 150
Tyrreal’s Solution to the Scale Balance Task 151
Conclusions, Implications, and Limitations of the Study 154
References 157
Lesson Study as a Learning Environment for Coaches of Mathematics Teachers 159
Background and Related Literature 159
Theoretical Framework 160
Methods of Data Collection and Analysis 160
Results 162
Knowledge of Content and Students (KCS) 162
Knowledge of Content and Teaching (KCT) 163
Teaching Philosophy Tension During Lesson Study 164
Improved Confidence for Preservice Teacher 165
New Technology Usage for Classroom Teacher 165
Development of Specialized Content Knowledge 166
Dealing with Cognitive Dissonance 167
Conclusions 168
Implications 168
References 169
Walking the Talk: Lessons Learned by University Mathematics Methods Instructors Implementing Lesson Study for Their Own Professi 171
Introduction 171
The Team 172
Experiencing Lesson Study: Walking in Our Own Classrooms 173
Unexpected Insights 174
Walking in Public 177
Conclusions 179
Problematizing the Practice of Teaching Mathematics 179
Making a Case: Lesson Study in Postsecondary Settings 179
References 180
Response to Part III: Challenges and Promises of Unchartered Water—Lesson Study and Institutes of Higher Education 181
Lesson Study as a Research Tool 181
Lesson study in Higher Education 182
Implications 182
References 184
Seeing the Whole Iceberg: The Critical Role of Tasks, Inquiry Stance, and Teacher Learning in Lesson Study 185
The Critical Role of Task Development in Lesson Study 186
Lesson Study and Task Design 187
Four Types of Tasks Used in Research Lessons 190
The Circle Lesson: Directly Addressing a Concept 190
Snow White and the Seven Dwarfs: Developing Mathematical Processes 192
The 13 – 9 Subtraction Lesson: A Rigorous Examination of Scope and Sequence 196
Area and Perimeter: Addressing Misconceptions 198
The Role of Lesson Study 198
Conclusion 201
References 202
The Intersection of Lesson Study and Design Research: A 3-D Visualization Development Project for the Elementary Mathematics Cur 205
Introduction 205
Theoretical Frameworks 206
Spatial Visualization 206
Spatial Operational Capacity Framework 206
Context and Methodology 208
Example Research Lessons 210
Example 1: Children’s Use of Descriptive Language 210
Example 2: Revisiting Children’s Progress in Coding from a 2-D Conventional Figure 213
Example 3: Children’ s Use and Invention of Top-View Coding to Represent 2-D Figures 215
Conclusion 221
References 223
Lesson Study: A Case of the Investigations Mathematics Curriculum with Practicing Teachers at Fifth Grade 225
Background 225
Theoretical Background 226
Context of Lesson Study 226
Method of Data Collection 228
Results of the Lesson Study 228
Discussion of Results 233
Conclusion 235
References 236
Response to Part IV: Seeing the Whole Iceberg—The Critical Role of Tasks, Inquiry Stance, and Teacher Learning in Lesson Study 238
References 243
Ideas for Developing Mathematical Pedagogical Content Knowledge Through Lesson Study 244
What’s Going on Backstage? Revealing the Work of Lesson Study with Mathematics Teachers 245
In Preparation for Stage One 246
Between Stages 1 and 2 247
Between Stages 2 and 3 247
Between Stages 3 and 4 249
Between Stages 4 and 1 250
References 251
Learning from Lesson Study: Power Distribution in a Community of Practice 252
Introduction 252
The Study 252
The Participants 253
My Learning from Belonging to the Lesson Study Community 257
Lesson Study Cycle One 257
Relationships with Mathematics 259
Acknowledging Power Relations 260
My Role as Broker in the Enterprise 261
Finola’ s Research Lesson on Weight 261
Ethna’s Research Lesson on Fractions 262
Nexus of Power Distribution 263
Lesson Study Cycles Two and Three 264
Conclusion: Participant Agency and Communal Spaces 267
References 267
Preparing for Lesson Study: Tools for Success 269
Setting the Stage 270
Professional Development in the First Two Years 270
Seminars in Mathematics Content and Problem Solving 270
Thinker–Doer Activity 270
Reflective Teaching Model (RTM) 271
Year Three: Lesson Study 272
Summary 275
References 277
Response to Part V: Ideas for Developing Mathematical Pedagogical Content Knowledge Through Lesson Study 278
Introduction 278
The Need for Pedagogical Content Knowledge in Mathematics 279
Conducting Kyozaikenkyu to Improve Teachers’ Knowledge 280
Using Focused Materials to Improve Kyozaikenkyu 283
Accessing Knowledgeable Others to Improve Kyozaikenkyu 284
Conclusion 285
References 286
Final Thoughts 288