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Lesson Study Research and Practice in Mathematics Education

Learning Together

  • Book
  • © 2011

Overview

Editors:
  1. Lynn C. Hart

    1. Department of Early Childhood Education, Georgia State University, Atlanta, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Alice S. Alston

    1. , Robert B. Davis Institute for Learning, Rutgers University, New Brunswick, USA

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  3. Aki Murata

    1. , School of Education, Stanford University, Stanford, USA

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • Looks at how lesson study effectively works in different contexts and models of teacher learning Compiles research on and applications of lesson study, with contributions from USA, Canada, Australia, Ireland, Greece and Japan Connects and informs the professional community and advances the knowledge base
  • Includes supplementary material: sn.pub/extras

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About this book

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.

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Table of contents (22 chapters)

  1. Front Matter

    Pages 1-1
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  2. Jumping into Lesson Study: Inservice Mathematics Teacher Education

    1. Front Matter

      Pages 13-13
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    2. Introduction: Conceptual Overview of Lesson Study

      • Aki Murata
      Pages 1-12

    3. Lesson Study: The Impact on Teachers’ Knowledge for Teaching Mathematics

      • Rachelle D. Meyer, Trena L. Wilkerson
      Pages 15-26

    4. Developing the Habits of Mind for a Successful Lesson Study Community

      • Lynn C. Hart, Jane Carriere
      Pages 27-38

    5. Influence of Lesson Study on Teachers’ Mathematics Pedagogy

      • Jo Clay Olson, Paul White, Len Sparrow
      Pages 39-57

    6. Examining Change in Teacher Mathematical Knowledge Through Lesson Study

      • Diane Hobenshield Tepylo, Joan Moss
      Pages 59-77

    7. Response to Part I: Jumping into Lesson Study—Inservice Mathematics Teacher Education

      • Akihiko Takahashi
      Pages 79-82

  4. Challenges and Promises of Unchartered Water: Lesson Study and Institutes of Higher Education

    1. Front Matter

      Pages 133-133
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    2. Lesson Study as a Tool for Developing Teachers’ Close Attention to Students’ Mathematical Thinking

      • Alice S. Alston, Lou Pedrick, Kimberley P. Morris, Roya Basu
      Pages 135-151

    3. Lesson Study as a Learning Environment for Coaches of Mathematics Teachers

      • Andrea Knapp, Megan Bomer, Cynthia Moore
      Pages 153-164

    4. Walking the Talk: Lessons Learned by University Mathematics Methods Instructors Implementing Lesson Study for Their Own Professional Development

      • Michael Kamen, Debra L. Junk, Stephen Marble, Sandra Cooper, Colleen M. Eddy, Trena L. Wilkerson et al.
      Pages 165-174

    5. Response to Part III: Challenges and Promises of Unchartered Water—Lesson Study and Institutes of Higher Education

      • Tad Watanabe
      Pages 175-178

  5. Seeing the Whole Iceberg: The Critical Role of Tasks, Inquiry Stance, and Teacher Learning in Lesson Study

    1. Front Matter

      Pages 179-179
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    2. The Critical Role of Task Development in Lesson Study

      • Brian Doig, Susie Groves, Toshiakira Fujii
      Pages 181-199
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Editors and Affiliations

  • Department of Early Childhood Education, Georgia State University, Atlanta, USA

    Lynn C. Hart

  • , Robert B. Davis Institute for Learning, Rutgers University, New Brunswick, USA

    Alice S. Alston

  • , School of Education, Stanford University, Stanford, USA

    Aki Murata

Bibliographic Information

  • Book Title: Lesson Study Research and Practice in Mathematics Education

  • Book Subtitle: Learning Together

  • Editors: Lynn C. Hart, Alice S. Alston, Aki Murata

  • DOI: https://doi.org/10.1007/978-90-481-9941-9

  • Publisher: Springer Dordrecht

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer Science+Business Media B.V. 2011

  • Hardcover ISBN: 978-90-481-9940-2Published: 15 January 2011

  • Softcover ISBN: 978-94-007-8993-7Published: 15 October 2014

  • eBook ISBN: 978-90-481-9941-9Published: 11 January 2011

  • Edition Number: 1

  • Number of Pages: XIII, 294

  • Topics: Mathematics Education, Teaching and Teacher Education

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