ISBN:
9789048199419
,
1283085828
,
9781283085823
Language:
English
Pages:
Online-Ressource (X, 350p, digital)
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T. Lesson study research and practice in mathematics education
Keywords:
Mathematics
;
Education
;
Education
;
Mathematics
;
Education
;
Mathematics
;
Mathematics
;
Study and teaching
;
Mathematics
;
Study and teaching
;
Research
;
Lesson planning
;
Effective teaching
;
Mathematikunterricht
Abstract:
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.
Description / Table of Contents:
Prologue; Contents; Contributors; Introduction: Conceptual Overview of Lesson Study; Lesson Study: Structures, History, and Variation; Research on Lesson Study; Issues from the Field; Learning About Lesson Study Together; References; Part I; Jumping into Lesson Study: Inservice Mathematics Teacher Education; Part II; Emerging Issues from Lesson Study Approaches in Prospective Mathematics Teacher Education; Part III; Challenges and Promises of Unchartered Water: Lesson Study and Institutes of Higher Education; Part IV
Description / Table of Contents:
Seeing the Whole Iceberg: The Critical Role of Tasks, Inquiry Stance, and Teacher Learning in Lesson StudyPart V; Ideas for Developing Mathematical Pedagogical Content Knowledge Through Lesson Study; Final Thoughts
Description / Table of Contents:
Introduction: conceptual overview of lesson study / Aki MurataPart I. Jumping into lesson study: inservice mathematics teacher education -- Lesson study: the impact on teachers' knowledge for teaching mathematics / Rachelle D. Meyer and Trena L. Wilkerson -- Developing the habits of mind for a successful lesson study community / Lynn C. Hart and Jane Carriere -- Influence of lesson study on teachers' mathematics pedagogy / Jo Clay Olson, Paul White and Len Sparrow -- Examining change in teacher mathematical knowledge through lesson study / Diane Hobenshield Tepylo and Joan Moss -- Response to Part I / Akihiko Takahashi -- Part II. Emerging issues from lesson study approaches in prospective mathematics teacher education -- Investigating approaches to lesson study in prospective mathematics teacher education / Maria Lorelei Fernandez and Joseph Zilliox -- Lesson study in preservice elementary mathematics methods courses: connecting emerging practice and understanding / Aki Murata and Bindu E. Pothen -- Lesson study as a framework for preservice teachers' early field-based experiences / Paul W.D. Yu -- Response to Part II / Despina Potari -- Part III. Challenges and promises of unchartered water: lesson study and institutes of higher education -- Lesson study as a tool for developing teachers' close attention to students' mathematical thinking / Alice S. Alston, Lou Pedrick, Kimberley P. Morris, and Roya Basu -- Lesson study as a learning environment for coaches of mathematics teachers / Andrea Knapp, Megan Bomer and Cynthia Moore -- 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 and Cameron Sawyer -- Response to Part III / Tad Watanabe -- Part IV. Seeing the whole iceberg: the critical role of tasks, inquiry stance, and teacher learning in lesson study -- The critical role of task development in lesson study / Brian Doig, Susie Groves and Toshiakira Fujii -- The intersection of lesson study and design research: a 3-D visualization development project for the elementary mathematics curriculum / Jacqueline Sack and Irma Vazquez -- Lesson study: a case of the investigations mathematics curriculum with practicing teachers at fifth grade / Penina Kamina and Patricia Tinto -- Response to Part IV / Catherine Lewis -- Part V. Ideas for developing mathematical pedagogical content knowledge through lesson study -- What's going on backstage? Revealing the work of lesson study with mathematics teachers / Catherine D. Bruce and mary S. Ladky -- Learning from lesson study: power distribution in a community of practice / Dolores Corcoran -- Preparing for lesson study: tools for success / Mary Pat Sjostrom and Melfried Olson -- Response to Part V / Makoto Yoshida and William C. Jackson -- Final thoughts.
Note:
Includes bibliographical references and index
DOI:
10.1007/978-90-481-9941-9
URL:
Volltext
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