Mathematics Lesson Study Around the World

Quaresma, Marisa; Winsløw, Carl; Clivaz, Stéphane; Ponte, João Pedro da; Shúilleabháin, Aoibhinn Ní; Takahashi, Akihiko

doi:10.1007/978-3-319-75696-7

Cited by 15 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The didacticiansas researchersconsidered the problem of communicating better with the teachers (WN). Lesson plan, lesson, and [post-lesson] discussion are technical terms related to LS (Fujii, 2019;Quaresma et al, 2018), which were not defined during Lecture 1, as can be seen in Figure 2(b). For instance, the meaning of the term 'lesson' as opposed to the word 'activity' and considerations on the lesson plan as a distinct entity from the activity report, or in terms of structure or content, were left implicit: the didacticians considered that using the two terms in a distinctive way, and introducing them in separate settings, would be enough.…”

Section: Rr8 […] the Research Group Decided On A Survey To Investigat...mentioning

confidence: 99%

“…Lesson study (LS) is internationally acknowledged (Isoda, 2007) as a promising teacher professional development (TPD) model, promoting collaboration between teachers. There are reports of successful attempts at exporting LS (Huang & Shimizu, 2016;Huang et al, 2019;Quaresma et al, 2018), but others highlight the difficulties of the process (Demir et al, 2012;Fernandez et al, 2003). Most reports on LS originate from western countries, particularly Anglo-American states (White & Lim, 2008).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Didacticians introducing lesson study for the professional development of prospective mathematics teachers

Minisola,

Robutti,

Miyakawa

2024

Asian Journal for Mathematics Education

View full text Add to dashboard Cite

Lesson study is recognised as a cultural activity and its implementation in a context different from Japan is a complex process. Researchers’ role in this process is assumed to be critical, although this has rarely been investigated. In this paper, we analyse a teaching experiment to introduce lesson study into a professional development course for prospective teachers at an Italian university, focusing our investigation on a group of researchers acting as teacher educators (didacticians). Using the anthropological theory of the didactic and meta-didactical transposition frameworks, we investigate their dual position as researchers and as teacher educators. We observe the evolution of the didacticians’ teacher-education praxeology (a model of practice and knowledge) during their interactions with prospective teachers. The results indicate that the didacticians’ teacher-education praxeology is distinguished, shaped, and actively influenced by their research praxeology. The results also imply that coordinating the two theoretical frameworks may guide the design and analysis of teachers’ professional development courses.

show abstract

Section: Rr8 […] the Research Group Decided On A Survey To Investigat...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Didacticians introducing lesson study for the professional development of prospective mathematics teachers

Minisola,

Robutti,

Miyakawa

2024

Asian Journal for Mathematics Education

View full text Add to dashboard Cite

show abstract

“…In the context of these new regulations, teacher professional development models that can be implemented in countries where education stakeholders’ interaction, especially teacher- and teacher-student, are at a high level come to mind. In this sense, the LS model, a teacher professional development model based in Japan (Stigler and Hiebert, 1999), has become the focus of attention of educators all over the world (Clivaz and Takahashi, 2018) because it transformed Japanese mathematics classrooms from teacher-centered practices to student-centered and problem-solving-oriented ones (Clivaz and Takahashi, 2018). However, it has different applications worldwide (Hart et al ., 2011).…”

Section: Introductionmentioning

confidence: 99%

Students’ expectations from mathematics teachers in the planning phase of the lesson study

Bi̇lge,

Dede

2024

IJLLS

View full text Add to dashboard Cite

PurposeThis study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms.Design/methodology/approachThis study reported only a part of large-scale action research. The participants were Grade 8 students selected by the convenience sampling method. The data were obtained through open-ended questions. The content analysis method was used to analyze the data.FindingsFour categories emerged: connection, technology-supported teaching, use of concrete materials, practice, and teacher behavior and teaching style.Research limitations/implicationsThis study reveals how students in a different culture and education system, such as Türkiye, want to learn mathematics in the LS process of Japanese origin. It also gives some important clues for applying LS in a different culture.Practical implicationsThis study may attract the attention of educational stakeholders who want to implement LS in mathematics classrooms by considering student perspectives.Social implicationsDue to the nature of LS, this study may emphasize teacher–student and teacher–teacher interactions. Thus, it can draw attention to the importance of social learning environments where students take responsibility and interact.Originality/valueThis study emphasizes the importance of listening to student voices in LS. Some ideas about mathematics teaching in Turkey should also be given. Finally, it can provide a good basis for understanding and comparing LS practices in different cultures and understandings.

show abstract

“…da Ponte, 2017; Huang and Shimizu, 2016; Willems and Van den Bossche, 2019), the exploration of what theories could be used as frameworks for researching LS and/or as intervention instruments for strengthening LS is still an emerging field (e.g. Borko and Potari, 2020; Clivaz, 2018; Huang et al ., 2019; Quaresma et al ., 2018). For example, in Theory and Practice of Lesson Study in Mathematics (Huang et al ., 2019), 16 different theoretical perspectives were explicitly utilized to guide the design of LS and/or frame studies on LS.…”

Section: Introductionmentioning

confidence: 99%