Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: a case study

Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective

“…With the evidence from various data resources including teacher interviews and teachers' collaborative talk, researchers documented teachers' changes in their mathematics knowledge and skills (e.g., Björk and Pettersson 2015;Dudley 2013;Fernandez 2005;Hunter and Back 2011;Lewis and Perry 2014;Moss et al 2015;Shu and Seshaiyer 2015), pedagogical knowledge (e.g., Cajkler et al 2014;Han and Paine 2010;Lewis et al 2009;, understanding of student learning (e.g., Bocala 2015; Lewis et al 2009;Murata et al 2012), and pedagogical content knowledge (e.g., Dudley 2013; Lewis et al 2009;Shuilleabhain 2015). For example, Moss et al (2015) adopted a Japanese LS enriched by a design experiment to explore the ways of teaching and learning geometry and reasoning in early classrooms. They found the model was able to support teachers' content knowledge, develop their confidence and willingness in teaching geometry and spatial reasoning in early mathematics, and increase their perceptions of young children's mathematical competencies.…”

Research on mathematics teachers as partners in task design

“…They found that their way of working supported teachers who could then independently create rich tasks that moved their students towards justifying and generalising. Moss et al (2015) adapted Japanese lesson study with teachers and researchers co-designing and carrying out exploratory lessons. They found that this approach was successful in supporting the teachers in gaining deeper content knowledge and in broadening their conceptualisation of geometric and spatial reasoning.…”

Geometry in the early years: a commentary

“…In-service early-years teachers' concept images and concept definitions for triangle, circles and cylinders Moss, Hawes, Naqvi, and Caswell (2015) Canada Kindergarten and first grade teachers (4 + 1), a principal and two other officers. Caucasian female teachers with a B.Ed.…”