Critical factors in the adaptation and implementation of Japanese Lesson Study in the Australian context

Groves, Susie; Doig, Brian; Vale, Colleen; Widjaja, Wanty

doi:10.1007/s11858-016-0786-8

Cited by 47 publications

(51 citation statements)

References 16 publications

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“…Based on multiple years of LS which focused on "implementing structured-problem solving mathematics lessons" in Australian schools, Groves et al (2016) explored factors that afford or hinder teachers' learning through LS and constraints encountered when sustaining LS. They found that the teaching culture that emphasizes small-group activities in Australia might prevent teachers from devoting more time to public discussions of students' solutions similar to that of LS in Japan.…”

Section: Conceptualization and Adaptation Of Lesson Studymentioning

confidence: 99%

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

Huang

Shimizu

2016

ZDM Mathematics Education

117

103

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Section: Conceptualization and Adaptation Of Lesson Studymentioning

confidence: 99%

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

Huang

Shimizu

2016

ZDM Mathematics Education

117

103

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“…The improvement of teachers' professional knowledge and skills enables them to become expert teachers (high-quality teaching) who can progressively provide learners with opportunities for deep learning of content and in the process become independent learners and problem solvers (high-quality learning) (Sugiyama 2008;Takahashi et al 2013). Groves et al (2016) suggest that lesson study be adapted for other cultures and situations rather than adopting the Japanese model as is.…”

Section: Lesson Study As a Context For The Development Of Noticingmentioning

confidence: 99%

Noticing in Pre-service Teacher Education: Research Lessons as a Context for Reflection on Learners’ Mathematical Reasoning and Sense-Making

Wessels

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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Professional noticing of learners' mathematics reasoning is a crucial ingredient of a mathematics teacher's set of teaching competencies. Research lessons in the lesson study process, with its focus on learner reasoning, provide a structured environment for the building of mathematical knowledge as well as for reflection and the development of teacher professional noticing and sense-making. This paper reports on the depth and growth in noticing of three pre-service teachers during research lessons in their third and fourth years, using the Van Es noticing framework. The study showed that two of these teachers' noticing shifted to higher levels over the two years, with greater focus on learners' mathematical reasoning and sense-making than on teacher actions and teaching. Prospective teachers need well-structured and focused opportunities, individually as well as in groups, to learn to notice and make sense of learner thinking and reasoning.

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Section: Lesson Study As a Context For The Development Of Noticingmentioning

confidence: 99%

Invited Lectures from the 13th International Congress on Mathematical Education

et al. 2018

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Critical factors in the adaptation and implementation of Japanese Lesson Study in the Australian context

Cited by 47 publications

References 16 publications

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

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

Noticing in Pre-service Teacher Education: Research Lessons as a Context for Reflection on Learners’ Mathematical Reasoning and Sense-Making

Invited Lectures from the 13th International Congress on Mathematical Education

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