Abstract
In lesson study, teachers engage in cycles of inquiry in which they collaboratively plan, observe, and discuss classroom lessons. In addition to improving the teaching of a particular topic, lesson study is designed to build the skills, habits of mind, tools, and culture for teachers to learn daily from colleagues, students, and curriculum materials. This chapter describes the five core tasks within the lesson study cycle: developing the research theme; solving and discussing a mathematics task to anticipate student thinking; developing a shared teaching-learning plan; collecting data during the enacted research lesson; and, conducting a post-lesson discussion.
Keywords
This material is based upon research supported by the National Science Foundation and the U.S. Department of Education Institute for Education Sciences, award #REC-0633945 and #R308A960003, respectively. Any opinions, findings, and conclusions or recommendations are those of the authors and do not necessarily reflect the views of the grantors. We wish to thank the teachers of “Alma” Middle School.
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- 1.
I am indebted to a prospective teacher at Mills College for this remark, January 12, 2001.
- 2.
Nakamura, T. p. 18, in Zadankai: Shougakkou ni okeru juugyou kenkyuu no arikata wo kangaeru. (Panel Discussion: Considering the nature of lesson study in elementary schools) in Ishikawa et al. 2001.
- 3.
Teacher reflection comments collected on 1.18.08, from teacher ID 323.
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Lewis, C., Friedkin, S., Baker, E., Perry, R. (2011). Learning from the Key Tasks of Lesson Study. In: Zaslavsky, O., Sullivan, P. (eds) Constructing Knowledge for Teaching Secondary Mathematics. Mathematics Teacher Education, vol 6. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09812-8_10
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