Abstract
The experiences of five U. S. elementary teachers who engaged in lesson study to investigate the teaching and learning of mathematics were quite different. Three teachers accepted the challenges highlighted by the lesson study process. They reflected on and changed their mathematics teaching practice in fundamental ways. The other two teachers rejected the challenges and maintained their traditional pedagogy for teaching mathematics. System-wide requirements (e.g., state testing) constrained the development of these two teachers while the ability to personalize insights and critically reflect became catalysts for professional growth of the three who changed.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Akers, J., Battista, M., Berle-Carman, M., Clements, D., Economopoulos, K., Nemirousky, R., et al. (1997). Investigations in number, data, and space curriculum series. Palo Alto: Dale Seymour.
Boden, D. (1990). People are talking: Conversation analysis and symbolic interaction. In H. S. Becker & M. McCall (Eds.), Symbolic interaction and cultural studies (pp. 244–274). Chicago: University of Chicago Press.
Cazden, C. (2001). Classroom discourse: The language of teaching and learning. Portsmouth: Heinemann.
Driscoll, M. (1999). Fostering algebraic thinking: A guide for teachers grades 6–10. Portsmouth: Heinemann.
Fernandez, C., & Yoshida, M. (2004). Lesson Study: A Japanese approach to improving mathematics teaching and learning. Mahwah: Lawrence Erlbaum.
Kuckartz, U. (1998). winMAX: Scientific text analysis for the social sciences. Thousand Oaks, CA: Sage.
Kumpulainen, K., & Mutanen, M. (2000). Mapping the dynamics of peer group interaction: A method of analysis of socially shared learning processes. In H. Cowie & G. van der Aalsvoort (Eds.), Social interaction in learning and instruction: The meaning of discourse for the construction of knowledge (pp. 144–160). New York: Pergamon.
Kuwabara, T., & Yamaguchi, K. (2007). An introduction to the sociological perspective of symbolic interactionism: Herbert Blumer’s perspective revisited. Journal of Economics and Sociology Kagoshima University, 67, 1–9.
Lewis, C. (2000). Can you lift 100 kilograms? Oakland: Department of Education, Mills College.
Lewis, C., Perry, R., & Hurd, J. (2004). A deeper look at lesson study. Educational Leadership, 61(5), 18–22.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
Miles, M. B., & Huberman, A. M. (1994). An expanded source book: Qualitative data analysis (2nd ed.). Beverly Hills: Sage.
Perry, R., Lewis, C., & Akiba, M. (2002). Lesson study in the San Mateo-Foster City School District. Paper presented at the Annual Meeting of American Educational Research Association, New Orleans, LA. Retrieved July 15, 2002 from http://www.lessonresearch.net/articlescenter.
Portes, A. (1998). Social capital: Its origins and applications in modern sociology. Annual Review of Sociology, 24, 1–24.
Putnam, R. (2000). Bowling alone: The collapse and revival of American community. New York: Simon and Schuster.
Southwell, B., & White, A. (2004). Lesson study professional development for mathematics teachers. In M. Hoines & A. Fuglestad (Eds.), Proceeding of the 28th conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 355). Bergen: Bergen University College.
Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York: Teachers College Press.
Wiburg, K., & Brown, S. (2007). Lesson study communities. Thousand Oaks: Corwin Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Olson, J.C., White, P., Sparrow, L. (2011). Influence of Lesson Study on Teachers’ Mathematics Pedagogy. In: Hart, L., Alston, A., Murata, A. (eds) Lesson Study Research and Practice in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9941-9_4
Download citation
DOI: https://doi.org/10.1007/978-90-481-9941-9_4
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-9940-2
Online ISBN: 978-90-481-9941-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)