Abstract
In this chapter, we consider the use of Japanese lesson study in developing teaching practices and, in particular, the ways in which it is claimed to enhance mathematical knowledge for teaching. First, the general lesson study approach is described and its key features outlined. The findings of a study carried out in Dublin is reported and discussed, in order to examine the contribution of such an approach in the particular context of pre-service teacher education. In that study, engagement with peers in the lesson study enterprise transmuted students’ negative attitudes to mathematics into a more positive, patient willingness to learn, and an optimism that they can go on learning mathematics in teaching. The report on the Dublin study follows an overview of some of the published work reflecting claims made for the role of lesson study in focusing teachers on the knowledge for, and in, mathematics teaching.
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Corcoran, D., Pepperell, S. (2011). Learning to Teach Mathematics Using Lesson Study. In: Rowland, T., Ruthven, K. (eds) Mathematical Knowledge in Teaching. Mathematics Education Library, vol 50. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9766-8_13
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DOI: https://doi.org/10.1007/978-90-481-9766-8_13
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