Murata Lesson Study Research and Practice in Mathematics Education

Learning Together
1. Auflage 2011
ISBN: 978-90-481-9941-9
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 294 Seiten

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.

Autoren/Hrsg.

Murata, Aki

Inhaltsverzeichnis

1;Prologue;5
2;Contents;7
3;Contributors;10
4;Introduction: Conceptual Overview of Lesson Study;13
4.1;Lesson Study: Structures, History, and Variation;14
4.1.1;Focus on Student Learning;16
4.1.2;Research Lesson: Centerpiece of Lesson Study;17
4.2;Research on Lesson Study;18
4.2.1;Teacher Learning;18
4.2.2;Adapting Lesson Study;19
4.3;Issues from the Field;20
4.4;Learning About Lesson Study Together;21
4.5;References;23
5;Jumping into Lesson Study: Inservice Mathematics Teacher Education;25
5.1;Lesson Study: The Impact on Teachers’ Knowledge for Teaching Mathematics;26
5.1.1;Rationale for the Study;26
5.1.2;Context of the Study;27
5.1.3;Analyzing the Impact of Lesson Study on Teachers’ Knowledge;29
5.1.4;What the Analysis Revealed;30
5.1.4.1;Lesson Plans and Discussions;30
5.1.4.2;Level of Anticipated Students’ Questions/Responses;33
5.1.5;Implications and Conclusion;35
5.1.6;References;36
5.2;Developing the Habits of Mind for a Successful Lesson Study Community;38
5.2.1;Background;38
5.2.2;Theoretical Framework;38
5.2.3;Overview;39
5.2.4;Part 1: Becoming a Lesson Study Community;40
5.2.4.1;The School System;40
5.2.4.2;Japanese Elementary Lesson Study (JELS);40
5.2.5;Part 2: The Research Project;45
5.2.5.1;Data Collection and Analysis;45
5.2.6;Results;46
5.2.7;Discussion;48
5.2.8;References;49
5.3;Influence of Lesson Study on Teachers’ Mathematics Pedagogy;50
5.3.1;Context of Lesson Study;51
5.3.2;Theoretical Framework;51
5.3.3;Methods;52
5.3.3.1;Case Study Teachers;52
5.3.4;Findings and Discussion;53
5.3.4.1;Initial Lesson Study Experience;53
5.3.4.2;Completing the Research Lesson;54
5.3.4.3;Abandoning the Research Lesson;55
5.3.4.4;Teachers’ Pedagogies;57
5.3.4.5;Initial Pedagogies of Pat and Rachel;58
5.3.4.6;Pedagogies After Lesson Study;59
5.3.4.7;Linking Teacher Change to the Lesson Study;62
5.3.5;Implications;63
5.3.5.1;Leadership in Lesson Study;64
5.3.5.2;The Influence of School Administration;65
5.3.5.3;Creating a Successful Lesson Study;66
5.3.6;References;67
5.4;Examining Change in Teacher Mathematical Knowledge Through Lesson Study;69
5.4.1;Anticipated Teacher Learning in Each Phase of the Lesson Study Process;70
5.4.2;Methods and Results;71
5.4.2.1;Teachers;71
5.4.2.2;Data Collection and Analysis;72
5.4.3;Lesson Study at Eastern Elementary;72
5.4.3.1;Introduction to Lesson Study;72
5.4.3.2;Investigating Goals;73
5.4.3.3;Planning the First Research Lesson: Christmas Cookies;75
5.4.3.4;The First Research Lesson: Christmas Cookies;76
5.4.3.5;Debrief/Reflection on the First Lesson: Christmas Cookies;76
5.4.3.6;Planning the Second Lesson: Fair-Sharing Pizza;77
5.4.3.7;Second Research Lesson: Fair-Sharing Pizza;78
5.4.3.8;Second Lesson Debrief/Reflection: Fair-Sharing Pizza;78
5.4.3.9;Planning the Third Lesson;79
5.4.3.10;The Third Research Lesson;81
5.4.3.11;Third Debrief/Reflection;82
5.4.4;Teacher Learning Through Lesson Study;83
5.4.5;Reexamining the Mechanisms of Lesson Study;84
5.4.6;Discussion;85
5.4.7;References;86
5.5;Response to Part I: Jumping into Lesson Study—Inservice Mathematics Teacher Education;88
5.5.1;References;90
6;Emerging Issues from Lesson Study Approaches in Prospective Mathematics Teacher Education;92
6.1;Investigating Approaches to Lesson Study in Prospective Mathematics Teacher Education;93
6.1.1;Relevant Literature and Theoretical Perspective;94
6.1.2;Design and Methods of Inquiry;95
6.1.2.1;Secondary Prospective Teacher Lesson Study Approach;96
6.1.2.2;Elementary Prospective Teacher Lesson Study Approach;97
6.1.2.3;Data Collection and Analysis;98
6.1.3;Findings;99
6.1.3.1;Learner-Centeredness of the Lesson Study Approaches;99
6.1.3.2;Knowledge-Centeredness of the Lesson Study Approaches;100
6.1.3.3;Assessment-Centeredness of the Lesson Study Approaches;102
6.1.3.4;Community-Centeredness of the Lesson Study Approaches;103
6.1.4;Discussion;105
6.1.5;Concluding Remarks;108
6.1.6;References;109
6.2;Lesson Study in Preservice Elementary Mathematics Methods Courses: Connecting Emerging Practice and Understanding;111
6.2.1;Introduction;111
6.2.2;Lesson Study Course Activities by Week;112
6.2.2.1;Week 1: Introduction to Lesson Study;114
6.2.2.2;Week 2: Deciding Lesson Study Goals and Topics;114
6.2.2.3;Week 3: Situating Goals with Standards;114
6.2.2.4;Week 4: Situating Student Learning in Research and Deciding on Assessment;115
6.2.2.5;Week 5: Analyzing Student Data;115
6.2.2.6;Weeks 6–8: Unit and Lesson Planning;115
6.2.2.7;Research Lesson Events;116
6.2.2.8;Week 9: Group Reflection;117
6.2.2.9;Week 10: End-of-Quarter Presentation;117
6.2.3;Discussion;117
6.2.4;Appendix 1: Student Assessment Assignment Guidelines;120
6.2.5;Appendix 2: Lesson Study Lesson Plan;120
6.2.6;Appendix 3: What to Expect on the Research Lesson Day…;121
6.2.6.1;Before the lesson:;121
6.2.7;Appendix 4: Final Project Guidelines;122
6.2.8;References;123
6.3;Lesson Study as a Framework for Preservice Teachers’ Early Field-Based Experiences;125
6.3.1;Introduction;125
6.3.2;Philosophical and Practical Considerations;125
6.3.2.1;Overview of the College Course;126
6.3.3;Reflections and Conclusion;133
6.3.4;References;134
6.4;Response to Part II: Emerging Issues from Lesson Study Approaches in Prospective Mathematics Teacher Education;135
6.4.1;Lesson Study Approaches;135
6.4.2;Prospective Teachers’ Learning;137
6.4.3;Factors that Framed Learning;138
6.4.3.1;The Role of the Teacher Educator;138
6.4.3.2;The Group Collaboration;139
6.4.4;Concluding Remarks;139
6.4.5;References;140
7;Challenges and Promises of Unchartered Water: Lesson Study and Institutes of Higher Education;141
7.1;Lesson Study as a Tool for Developing Teachers’ Close Attention to Students’ Mathematical Thinking;142
7.1.1;Introduction;142
7.1.2;Research Questions;143
7.1.3;Theoretical Framework;143
7.1.4;Background and Methodology;144
7.1.5;Selected Results;146
7.1.5.1;The Planning/Investigation Phase;146
7.1.5.2;The Research Lessons;150
7.1.5.3;Tyrreal’s Solution to the Scale Balance Task;151
7.1.6;Conclusions, Implications, and Limitations of the Study;154
7.1.7;References;157
7.2;Lesson Study as a Learning Environment for Coaches of Mathematics Teachers;159
7.2.1;Background and Related Literature;159
7.2.2;Theoretical Framework;160
7.2.3;Methods of Data Collection and Analysis;160
7.2.4;Results;162
7.2.4.1;Knowledge of Content and Students (KCS);162
7.2.4.2;Knowledge of Content and Teaching (KCT);163
7.2.4.3;Teaching Philosophy Tension During Lesson Study;164
7.2.4.4;Improved Confidence for Preservice Teacher;165
7.2.4.5;New Technology Usage for Classroom Teacher;165
7.2.4.6;Development of Specialized Content Knowledge;166
7.2.4.7;Dealing with Cognitive Dissonance;167
7.2.5;Conclusions;168
7.2.6;Implications;168
7.2.7;References;169
7.3;Walking the Talk: Lessons Learned by University Mathematics Methods Instructors Implementing Lesson Study for Their Own Professi;171
7.3.1;Introduction;171
7.3.2;The Team;172
7.3.3;Experiencing Lesson Study: Walking in Our Own Classrooms;173
7.3.3.1;Unexpected Insights;174
7.3.4;Walking in Public;177
7.3.5;Conclusions;179
7.3.5.1;Problematizing the Practice of Teaching Mathematics;179
7.3.5.2;Making a Case: Lesson Study in Postsecondary Settings;179
7.3.6;References;180
7.4;Response to Part III: Challenges and Promises of Unchartered Water—Lesson Study and Institutes of Higher Education;181
7.4.1;Lesson Study as a Research Tool;181
7.4.2;Lesson study in Higher Education;182
7.4.3;Implications;182
7.4.4;References;184
8;Seeing the Whole Iceberg: The Critical Role of Tasks, Inquiry Stance, and Teacher Learning in Lesson Study;185
8.1;The Critical Role of Task Development in Lesson Study;186
8.1.1;Lesson Study and Task Design;187
8.1.2;Four Types of Tasks Used in Research Lessons;190
8.1.2.1;The Circle Lesson: Directly Addressing a Concept;190
8.1.2.2;Snow White and the Seven Dwarfs: Developing Mathematical Processes;192
8.1.2.3;The 13 – 9 Subtraction Lesson: A Rigorous Examination of Scope and Sequence;196
8.1.2.4;Area and Perimeter: Addressing Misconceptions;198
8.1.3;The Role of Lesson Study;198
8.1.4;Conclusion;201
8.1.5;References;202
8.2;The Intersection of Lesson Study and Design Research: A 3-D Visualization Development Project for the Elementary Mathematics Cur;205
8.2.1;Introduction;205
8.2.2;Theoretical Frameworks;206
8.2.2.1;Spatial Visualization;206
8.2.2.2;Spatial Operational Capacity Framework;206
8.2.3;Context and Methodology;208
8.2.4;Example Research Lessons;210
8.2.4.1;Example 1: Children’s Use of Descriptive Language;210
8.2.4.2;Example 2: Revisiting Children’s Progress in Coding from a 2-D Conventional Figure;213
8.2.4.3;Example 3: Children’ s Use and Invention of Top-View Coding to Represent 2-D Figures;215
8.2.5;Conclusion;221
8.2.6;References;223
8.3;Lesson Study: A Case of the Investigations Mathematics Curriculum with Practicing Teachers at Fifth Grade;225
8.3.1;Background;225
8.3.2;Theoretical Background;226
8.3.3;Context of Lesson Study;226
8.3.4;Method of Data Collection;228
8.3.5;Results of the Lesson Study;228
8.3.6;Discussion of Results;233
8.3.7;Conclusion;235
8.3.8;References;236
8.4;Response to Part IV: Seeing the Whole Iceberg—The Critical Role of Tasks, Inquiry Stance, and Teacher Learning in Lesson Study;238
8.4.1;References;243
9;Ideas for Developing Mathematical Pedagogical Content Knowledge Through Lesson Study;244
9.1;What’s Going on Backstage? Revealing the Work of Lesson Study with Mathematics Teachers;245
9.1.1;In Preparation for Stage One;246
9.1.2;Between Stages 1 and 2;247
9.1.3;Between Stages 2 and 3;247
9.1.4;Between Stages 3 and 4;249
9.1.5;Between Stages 4 and 1;250
9.1.6;References;251
9.2;Learning from Lesson Study: Power Distribution in a Community of Practice;252
9.2.1;Introduction;252
9.2.2;The Study;252
9.2.2.1;The Participants;253
9.2.3;My Learning from Belonging to the Lesson Study Community;257
9.2.3.1;Lesson Study Cycle One;257
9.2.4;Relationships with Mathematics;259
9.2.5;Acknowledging Power Relations;260
9.2.6;My Role as Broker in the Enterprise;261
9.2.6.1;Finola’ s Research Lesson on Weight;261
9.2.6.2;Ethna’s Research Lesson on Fractions;262
9.2.7;Nexus of Power Distribution;263
9.2.7.1;Lesson Study Cycles Two and Three;264
9.2.8;Conclusion: Participant Agency and Communal Spaces;267
9.2.9;References;267
9.3;Preparing for Lesson Study: Tools for Success;269
9.3.1;Setting the Stage;270
9.3.2;Professional Development in the First Two Years;270
9.3.2.1;Seminars in Mathematics Content and Problem Solving;270
9.3.2.2;Thinker–Doer Activity;270
9.3.2.3;Reflective Teaching Model (RTM);271
9.3.3;Year Three: Lesson Study;272
9.3.4;Summary;275
9.3.5;References;277
9.4;Response to Part V: Ideas for Developing Mathematical Pedagogical Content Knowledge Through Lesson Study;278
9.4.1;Introduction;278
9.4.2;The Need for Pedagogical Content Knowledge in Mathematics;279
9.4.3;Conducting Kyozaikenkyu to Improve Teachers’ Knowledge;280
9.4.4;Using Focused Materials to Improve Kyozaikenkyu;283
9.4.5;Accessing Knowledgeable Others to Improve Kyozaikenkyu;284
9.4.6;Conclusion;285
9.4.7;References;286
10;Final Thoughts;288