Journal of Mathematics Teacher Education

, Volume 14, Issue 4, pp 251–267 | Cite as

Process reflection during Japanese lesson study experiences by prospective secondary mathematics teachers

  • Thomas E. RicksEmail author


Although potentially powerful for educators, the construct of teacher reflection has become diluted, rendering teacher engagement with meaningful reflection problematic. This article presents a theoretical framework that divides teacher reflection into two broad categories. The first and most common incident reflection occurs as specific incidents or episodes unconnected to future activity. The second process reflection—based on the work of John Dewey and Donald Schön—connects reflective incidents into a cyclic progression that refines ideas through experimental action. I examined the reflective activity of a group of prospective secondary mathematics teachers as they jointly planned a public school lesson to illustrate how incidents of reflection can be refined and linked into more powerful and purposeful progressions of ideas. I conclude with implications for mathematics teacher development.


Dewey Incident reflection Lesson study Secondary mathematics Prospective teachers Process reflection Reflection Schön 



Special thanks to Blake E. Peterson, Daniel Siebert, Steven R. Williams, Jeremy Kilpatrick, Patricia S. Wilson, and Denise S. Mewborn. This article is adapted from the author’s master’s thesis under the direction of Blake E. Peterson, Brigham Young University; an earlier version of this article was presented at the Research Pre-session of the Annual Meeting of the National Council of Teachers of Mathematics, Philadelphia, Pennsylvania, April 2004.


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Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  1. 1.Louisiana State UniversityBaton RougeUSA

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