Response to Part V: Ideas for Developing Mathematical Pedagogical Content Knowledge Through Lesson Study

  • Makoto Yoshida
  • William C. Jackson


In order to improve the quality of lesson study in mathematics, activities that focus on developing teachers’ pedagogical content knowledge should be engaged in intentionally. The high level of lesson study encountered in Japan is enhanced by kyozaikenkyu, a process that involves the study of the content, coherence and intent of instructional materials, exploration of problems and manipulatives, and the anticipation of students’ responses. These activities are often not done with sufficient depth in US lesson study communities. The authors suggest that in order to deepen the kyozaikenkyu process and thus improve teachers’ pedagogical content knowledge, it is helpful to provide them with focused and coherent materials as well the expertise of knowledgeable others.


Prospective Teacher Pedagogical Content Knowledge Lesson Study Research Lesson Mathematical Pedagogical Content Knowledge 
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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Center for Lesson StudyWilliam Paterson UniversityWayneUSA
  2. 2.Scarsdale Public SchoolsScarsdaleUSA

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