Improving mathematics instruction and supporting teacher learning in Korea through lesson study using five practices
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Given the effect of lesson study on improving the quality of mathematics instruction and supporting teachers’ professional development, this paper describes how a lesson study using five practices for mathematics discussion was implemented in the Korean context. This paper then analyzes how the lessons were changed through the lesson study cycle and what the participating teachers learned through lesson study. The results showed that the lessons were changed to specify learning goals for students, to devise mathematical tasks in a rigorous and meaningful way, and to design the lesson structure to maximize students’ engagement. The results also demonstrated that the lessons were enhanced by implementing the five practices. Whereas the anticipating practice was well-implemented from the beginning of the lesson study cycle, the connecting practice was fully established only in the final phase of the cycle. The participating teachers learned the importance of detailed lesson planning, realized the complexity of teaching practices, and developed a better understanding of how to utilize students’ ideas. Building on these results, it is expected that they will expand our understanding of lesson study and facilitate international dialogue regarding the professional development of in-service mathematics teachers.
KeywordsProfessional development Lesson study Teacher learning Five practices for mathematical discussion
The author would like to thank Dr. Minsung Kwon from the University of Michigan for her help in editing the manuscript. The author is also grateful to participating teachers for their enthusiasm and commitment to the lesson study. A subset of the findings from this study was reported at the 39th Annual Meeting of the International Group for the Psychology of Mathematics Education.
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