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Teaching and Learning Mathematics through Variation in Lesson Study

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Teaching and Learning Mathematics through Variation

Part of the book series: Mathematics Teaching and Learning ((MTAL))

Abstract

Since The Teaching Gap, authored by Stigler and Hiebert, was published in 1999, Japanese lesson study as a form of teacher development has been adapted by many teachers and school districts around the world (Huang & Shimizu, 2016). Lesson study challenged the traditional way of teacher professional development, most of which were snapshot workshops to tell teachers what to do on some designated days during a school year.

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Author information

Authors and Affiliations

  1. National Louis University, Chicago, USA

    Xue Han

  2. Hangzhou Normal University, Hangzhou, China

    Zikun Gong

  3. Middle Tennessee State University, Murfreesboro, USA

    Rongjin Huang

Authors
  1. Xue Han
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  2. Zikun Gong
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  3. Rongjin Huang
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Editor information

Editors and Affiliations

  1. Middle Tennessee State University, USA

    Rongjin Huang

  2. Texas A&M University, USA

    Yeping Li

  3. Shanghai Normal University, China

    Yeping Li

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Han, X., Gong, Z., Huang, R. (2017). Teaching and Learning Mathematics through Variation in Lesson Study. In: Huang, R., Li, Y. (eds) Teaching and Learning Mathematics through Variation. Mathematics Teaching and Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-782-5_15

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  • DOI: https://doi.org/10.1007/978-94-6300-782-5_15

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-782-5

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