Advertisement

Theory and Practice of Lesson Study in Mathematics

An International Perspective

  • Rongjin Huang
  • Akihiko Takahashi
  • João Pedro da Ponte
Book

Part of the Advances in Mathematics Education book series (AME)

Table of contents

  1. Front Matter
    Pages i-xviii
  2. Theoretical Perspectives of Lesson Study

    1. Front Matter
      Pages 1-1
    2. Rongjin Huang, Akihiko Takahashi, João Pedro da Ponte
      Pages 3-12
    3. Catherine Lewis, Shelley Friedkin, Katherine Emerson, Laura Henn, Lynn Goldsmith
      Pages 13-37
    4. Alan Schoenfeld, Angela Dosalmas, Heather Fink, Alyssa Sayavedra, Karen Tran, Anna Weltman et al.
      Pages 135-159
  3. Historical and Cultural Perspectives in Japan and China

  4. Adaption Lesson Study in Selected Education Systems

    1. Front Matter
      Pages 253-253
    2. Peter Dudley, Paul Warwick, Maria Vrikki, Jan D. Vermunt, Neil Mercer, Nicolette van Halem et al.
      Pages 285-315
    3. Jill Adler, Jehad Alshwaikh
      Pages 317-342
    4. Paulino Preciado-Babb, Martina Metz, Brent Davis
      Pages 343-367 Open Access
  5. Mathematics Teacher Preparation and Lesson Study

  6. Studies on Key Aspects of Lesson Study

  7. Commentary

    1. Front Matter
      Pages 783-783
    2. John Elliott
      Pages 785-801
    3. Mun Ling LO
      Pages 803-809
  8. Back Matter
    Pages 811-865

About this book

Introduction

This book brings together and builds on the current research efforts on adaptation, conceptualization, and theorization of Lesson Study (LS). It synthesizes and illustrates major perspectives for theorizing LS and enriches the conceptualization of LS by interpreting the activity as it is used in Japan and China from historical and cultural perspectives. Presenting the practices and theories of LS with practicing teachers and prospective teachers in more than 10 countries, it enables the reader to take a comparative perspective. Finally, the book presents and discusses studies on key aspects of LS such as lesson planning, post-lesson discussion, guiding theories, connection between research and practice, and upscaling.

Lesson Study, which has originated in Asia as a powerful effective professional development model, has spread globally. Although the positive effects of lesson study on teacher learning, student learning, and curriculum reforms have been widely documented, conceptualization of and research on LS have just begun to emerge. This book, including 38 chapters contributed by 90 scholars from 21 countries, presents a truly international collaboration on research on and adaptation of LS, and significantly advances the development of knowledge about this process.

Chapter 15: "How Variance and Invariance Can Inform Teachers’ Enactment of Mathematics Lessons" of this book is available open access under a CC BY 4.0 license at link.springer.com

Theory and Practice of Lesson Study in Mathematics: An International Perspective shows that the power of Lesson Study to transform the role of teachers in classroom research cannot be explained by a simple replication model. Here we see Lesson Study being successful internationally when its key principles and practices are taken seriously and are adapted to meet local issues and challenges.  

(Max Stephens, Senior research fellow at The University of Melbourne)

It works. Instruction improves, learning improves. Wide scale?  Enduring? Deep impact? Lesson study has it. When something works as well as lesson study does, while alternative systems for improving  instruction fail, or only succeed on small scale or evaporate as quickly as they show promise, it is time to understand how and why lesson study works. This volume brings the research on lesson study together from around the world. Here is what we already know and here is the way forward for research and practice informed by research. It is time to wake up and pay attention to what has worked so well, on wide scale for so long.

(Phil Dara, A leading author of the Common Core State Standards of Mathematics in the U.S.)

“The chapter “How Variance and Invariance Can Inform Teachers’ Enactment of Mathematics Lessons” is available open access under a CC BY 4.0 license at link.springer.com.”

Keywords

Lesson Study LS Lesson Study in mathematics education mathematics education professional development theorizing LS instructional perspectives of lesson study LS for prospective mathematics teachers professional learning communities expansive learning/activity theory theorizing LS in mathematics methodology in studies on LS in mathematics LS in mathematics

Editors and affiliations

  • Rongjin Huang
    • 1
  • Akihiko Takahashi
    • 2
  • João Pedro da Ponte
    • 3
  1. 1.Middle Tennessee State UniversityMurfreesboroUSA
  2. 2.College of EducationDePaul UniversityChicagoUSA
  3. 3.College of EducationUniversity of LisbonLisbonPortugal

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-030-04031-4
  • Copyright Information Springer Nature Switzerland AG 2019
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-030-04030-7
  • Online ISBN 978-3-030-04031-4
  • Series Print ISSN 1869-4918
  • Series Online ISSN 1869-4926
  • Buy this book on publisher's site