Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case

Item

Title

Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case

Abstract/Description

This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan. The theoretical model includes four lesson study features (investigation, planning, research lesson, and reflection) and three pathways through which lesson study improves instruction: changes in teachers’ knowledge and beliefs; changes in professional community; and changes in teaching–learning resources. The model thus suggests that development of teachers’ knowledge and professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. The theoretical model is used to examine the “auditable trail” of data from a North American lesson study case, yielding evidence that the lesson study work affected each of the three pathways. We argue that the case provides an “existence proof” of the potential effectiveness of lesson study outside Japan. Limitations of the case are discussed, including (1) the nature of data available from the “auditable trail” and (2) generalizability to other lesson study efforts.

Author/creator

Lewis, Catherine C.

Perry, Rebecca R.

Hurd, Jacqueline

In publication

Journal of Mathematics Teacher Education

Volume

12

Issue

4

Pages

285-304

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Theoretical

Keywords

lesson study

mathematics content knowledge

pedagogical content knowledge

professional development

professional learning

teacher change

teacher community

Language

en

Open access/full-text available

en Yes

Peer reviewed

en No

ISSN

1573-1820

DOI

10.1007/s10857-009-9102-7

URL

Official Publisher's Webpage (Springer Link)

Full-text PDF Shared by Author (ResearchGate)

Citation

Lewis, C. C., Perry, R. R., & Hurd, J. (2009). Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case. Journal of Mathematics Teacher Education, 12(4), 285–304. https://doi.org/10.1007/s10857-009-9102-7

Cited in

Defining Shared Principles of Improvement Research in Education

Continuous Improvement and "High Leverage" Educational Problems

Abbreviation

J Math Teacher Educ

Item sets

Handbook Chapter 12 Citations

OB Citations - Continuous Improvement and "High Leverage" Educational Problems

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