Improving mathematics instruction through lesson study: a theoretical model and North American case

Lewis, Catherine; Perry, Rebecca; Hurd, Jacqueline

doi:10.1007/s10857-009-9102-7

Cited by 343 publications

(308 citation statements)

References 23 publications

Supporting

Mentioning

234

Contrasting

Unclassified

Order By: Relevance

“…In a learning study (Cheng and Lo 2013;Marton 2015;Marton and Pang 2006;Lo 2012), a team of teachers systematically plan, enact, analyze and revise a lesson in order to help the students to learn the intended object of learning. One significant difference between a lesson study (Lewis et al 2009;Yoshida 1999) and a learning study is that the teachers use variation theory (or another theory) as a tool to plan and analyze lessons. For 1.5 years, a total of twelve secondary-school teachers in four teams worked together with one researcher per team.…”

Section: Teaching With Variationmentioning

confidence: 99%

What is made possible to learn when using the variation theory of learning in teaching mathematics?

Kullberg

Kempe

Marton

2017

ZDM Mathematics Education

View full text Add to dashboard Cite

Section: Teaching With Variationmentioning

confidence: 99%

What is made possible to learn when using the variation theory of learning in teaching mathematics?

Kullberg

Kempe

Marton

2017

ZDM Mathematics Education

View full text Add to dashboard Cite

“…Improvements in teachers' knowledge and skills have been attributed to participation in lesson study with gains reported in teachers' subject content knowledge (Dudley, 2013;Fernandez 2005, Lewis 2009), knowledge about pupils (Fernandez 2005;Lee 2008;Lewis 2009), knowledge about technology for teaching secondary mathematics (Meng and Sam 2011) and what Shulman (1986) identified as pedagogic content knowledge or PCK (Fernandez 2005;Lawrence and Chong 2010;Lewis 2009;Lewis et al 2009;Sibbald 2009), that is, how teachers interpret and mediate subject knowledge to facilitate students' learning.…”

Section: Development Of Teacher Knowledge Practice and Professionalismmentioning

confidence: 99%

Teacher perspectives about lesson study in secondary school departments: a collaborative vehicle for professional learning and practice development

Cajkler

Wood

Norton

et al. 2014

Research Papers in Education

View full text Add to dashboard Cite

Abstract:Two departments in a secondary school in England participated in 'lesson study' projects over a five-month period to explore its usefulness as a vehicle for professional development. Through a cycle of two research lessons, conducted separately in each department, teachers identified challenges that inhibited the learning of their students and collaboratively prepared innovative approaches to address the learning challenges. The process yielded multiple sets of data: DVD-recorded lessons, lesson plans and resources, transcripts of preparation and evaluation meetings and individual interviews at the end of the project. This paper draws principally on detailed qualitative analysis of end-of-project interviews about teacher experiences of learning and practice development in the two contexts. While the teachers encountered some logistical challenges to the implementation of lesson study, a number of important gains were reported: collaboration in lesson study reduced feelings of professional isolation; teachers reported a sharper focus on pupil learning and more confidence to take risks with approaches to teaching, which led to greater opportunities for pupils to engage in interactive activities, for example involving problem-solving and peer teaching in groups.Keywords: secondary school, lesson study, collaboration, observation of learning, teacher development IntroductionThe purpose of lesson study is improvement in the quality of teaching through a 'reflexive, recursive and collaborative' process (Dudley 2011, 5). Translated from the term 'kenkyu jugyou' meaning lesson study, the process originates from Japan where it has been widely used since the 1950s (Abiko 2011). A lesson study cycle involves small groups of teachers collaboratively planning a 'research lesson' that is taught by one member of the group while the others observe one or two 'case' pupils (Dudley 2011). The lesson is then evaluated in light of the reflections of the teacher and the insights of those who observed their respective case pupils. Subsequently, the lesson may be revised for further teaching with other classes (Hiebert and Stigler 2000). What distinguishes this from other forms of professional development is the planning of jointly conceived research lessons to address particular problems with learning, rather than focusing on the performance of an individual teacher.The process requires an investment of time and patience: 'Lesson study is a process of improvement that is expected to produce small, incremental improvements in teaching over long periods of time ' (Stigler and Hiebert 1999, 121). Consequently, it may not be attractive 2 in school systems that are hungry for quick-fix impacts, for example on examination results. Despite this, its use is growing and ever larger numbers of research investigations have explored its effectiveness in different contexts (Lewis, Perry and Murata 2006;Fernandez 2002;Fernandez, Cannon and Chokshi 2003;Lawrence and Chong 2010;Dudley , 2013). According to Lewis (2004, 19), teachers in Japa...

show abstract

“…According to Doig & Groves (2011), the use of Lesson Study in teaching can improve the professionalism of teachers both in the ability to teach and the ability to understand the material presented. Lesson Study can be also served as a foundation in developing teachers' creativity in teaching (Lewis et al, 2009) and provides an opportunity to improve achievement in teaching (Bakar, 2014). Based on the results of this study, the merger of two learning models greatly influences the improvement of learning achievement and motivation.…”

Section: The Implementation Of Lesson Studymentioning

confidence: 99%

The Implementation of Quantum Teaching (QT) and Think Talk Write (TTW) through Lesson Study to Improve Students’ Learning Motivation

Setiawan

Indriwati

2018

sceducatia

View full text Add to dashboard Cite

The research was intended to improve students' learning motivation at study and learning course for fifth semester of Biology Education. Classroom Action Research has been conducted in two cycles with four phases from each cycle. Each cycle has been done based on lesson study consisting of plan, do, and see. The data were collected using a questionnaire of students' motivation and motivation questionnaire of the observer which were measured through aspects of attention, relevance, confidance, and statisfaction. Then data are analyzed in quantitative descriptive. The results showed that the feasibility of learning syntax on each cycle has a constant value of 100%. The average feasibility of lesson study in cycle I and II are 98.98% and 100%. The result of the average adherence to learning syntax in cycle I and II is 100%. Based on the result of the questionnaire filled by the observer shows an increase in motivation to learn between cycle I and II by 12.6%, while the average results of the students' motivation questionnaire showed an increase of motivation to learn by 6%. The application of learning model using Quantum Learning and Think Talk Write can boost the students' motivation to learn.2018 Scientiae Educatia: Jurnal Pendidikan Sains. All rights reserved

show abstract

Improving mathematics instruction through lesson study: a theoretical model and North American case

Cited by 343 publications

References 23 publications

What is made possible to learn when using the variation theory of learning in teaching mathematics?

What is made possible to learn when using the variation theory of learning in teaching mathematics?

Teacher perspectives about lesson study in secondary school departments: a collaborative vehicle for professional learning and practice development

The Implementation of Quantum Teaching (QT) and Think Talk Write (TTW) through Lesson Study to Improve Students’ Learning Motivation

Contact Info

Product

Resources

About