Theory and Practice of Lesson Study in Mathematics around the World

Huang, Rongjin; Takahashi, Akihiko; Ponte, João Pedro da

doi:10.1007/978-3-030-04031-4_1

Cited by 31 publications

(48 citation statements)

References 19 publications

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“…Lesson study incorporates many features of effective professional learning. It is intensive, ongoing, collaborative and connected to classroom practice (Stigler and Heibert, 2009) and acknowledged as a robust approach for the improvement of teaching because of its potential to help teachers learn about student learning through research (Huang et al, 2019). Indeed, it enables teachers to collaboratively engage in a research cycle to study, plan, teach and observe and evaluate a research lesson (Cheng, 2019 During the lesson study process, the collaborative engagement of knowledgeable others working alongside teachers promotes situations where teachers' existing conceptions can be made explicit and challenged to create a state of conflict.…”

Section: Lesson Study and The Role Of Knowledgeable Othersmentioning

confidence: 99%

“…Lesson study is a professional development model that usually involves a group of teachers in identifying and studying a research problem by planning, teaching and evaluating the research lesson (Huang et al, 2019). Some contexts that make it difficult for teachers to work with their colleagues, either as a result of the solitary culture in which teaching is practiced or due to the nature of the particular subject taught.…”

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confidence: 99%

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Teacher change through cognitive conflicts: the case of an art lesson study

Calleja

Formosa²

2020

IJLLS

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PurposeThe paper focusses on lesson study, which generally engages the collaborative work of a group of teachers, as implemented with a primary school art teacher who had limited opportunities for collaboration. Through lesson study, the teacher worked closely with a lesson study facilitator and an art education expert to plan a research lesson. The study explores how this collaboration generated cognitive conflicts and eventually teacher change.Design/methodology/approachThis paper presents a case study using a thematic approach to data analysis. The lesson study involved weekly face-to-face meetings and daily online communications over a period of eight weeks. In an attempt to reflect upon and resolve conflicts, the teacher kept a journal in which the teacher wrote down lengthy accounts of the discussions with knowledgeable others, the teacher’s struggles and ways of resolving these. Data were complemented by the different lesson plan versions, the post-lesson discussions and a detailed report documenting the lesson study process.FindingsThe paper provides insights into the role that cognitive conflicts play for teacher change. Through ongoing communication, reflection and support to resolve conflicts, the teacher recognised more collaborative opportunities for professional development, freed from rigid lesson planning practices and reported a new conceptualisation to teaching.Practical implicationsDrawing on the literature about effective teacher professional learning, the paper offers implications for supporting teacher change.Originality/valueThis paper provides insights into how lesson study may provide conditions that enable teachers' cognitive conflict and facilitate their consequent resolution.

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Section: Lesson Study and The Role Of Knowledgeable Othersmentioning

confidence: 99%

mentioning

confidence: 99%

Teacher change through cognitive conflicts: the case of an art lesson study

Calleja

Formosa²

2020

IJLLS

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“…Collaborative viewing and analysis of the video has been a component of several effective PD experiences, helping teachers to notice more specific teaching practices (Sherin and van Es, 2009; van Es and Sherin, 2008) and develop their professional vision (Sherin and van Es, 2009). This collaborative viewing has the potential to further “offload the challenging intellectual work to outside the classroom, when teachers have time to think through their instructional problems with other teachers who share the same problems” (Huang et al , 2019, p. vi) which is an affordance of lesson study.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Enhancing teachers' noticing around mathematics teaching practices through video-based lesson study with peer coaching

Suh

Gallagher

Capen

et al. 2021

IJLLS

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PurposeThe purpose of this study is to examine what teachers notice in their own enactment of eight high leverage practices as well as the patterns of interactions between the teachers and their peers when participating in video-based lesson study.Design/methodology/approachEach teacher taught and uploaded video from one lesson to a platform, which allowed video annotation, for their lesson study team. There were nine lesson study teams. This study used a qualitative design to examine the teachers' comments on their own videos as well as the patterns in the comments between peers on lesson study teams.FindingsTeachers noticed both positive instantiations as well as opportunities for growth in their enactment of: using and connecting mathematical representations, posing purposeful questions and supporting students' productive struggle. Analysis displayed a pattern of exchanges where peers coached, validated, empathized and pushed each other beyond their comfort zone as critical peers.Research limitations/implicationsAlthough not all lesson study teams were made up of school-based teams and the teachers shared short recordings of their teaching, this research contributes to the understanding of how adapting lesson study by using video can help teachers notice their instantiation of teaching practices and peers can support and push one another towards ambitious instruction. Future research could extend this work by investigating the impact of video-based lesson study on teachers in isolated areas who may not have professional learning networks.Practical implicationsVideo-based LS may help to overcome barriers to the implementation of lesson study, such as the challenge of scheduling a common release time for lesson observation and the financial burden of funding substitute teachers for release time.Originality/valueThe current realities of COVID-19 creates an opportunity for mathematics educators to reimagine teacher professional development (PD) in ways that push the field forward. In light of this disruption, the authors propose an innovative model of utilizing video-based Lesson Study (LS; Lewis, 2002) with peer coaching to offer PD opportunities with methodological considerations for both mathematics researchers and teacher practitioners. The authors document and analyze a collection of online LSs that were taught by a focal teacher and recorded for the peers in the LS group. Video-based LS PD structure allowed the authors to examine how they can leverage this online model of LS to analyze student thinking and learn about teaching rich tasks in an online environment using eight teaching practices. Through their paper the authors will detail the necessary features of online LS specifically using a video annotation tool like Goreact and how video can be used to enhance the professional learning of the mathematics teaching practices (MTPs; NCTM, 2014) and the noticing of student thinking (Jacobs et al., 2010; Sherin and van Es, 2009; van Es and Sherin, 2002, 2008). In addition, the authors will document the norms that were established in the online LS community that impacted collaboration of LS teams and developed strong peer coaching relationships. The online LS PD design also supports collaboration of teachers from varying contexts, promotes professional growth and demonstrates how educators might leverage peer coaches as social capital within their schools to develop teachers along the professional continuum.

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“…The selected general theme of PEERS and mathematical theme was the collaborative development of a problem-solving geometry lesson for Grade 4 students. This development adopted the lesson study process (Hart, Alston, & Murata, 2011;Huang, Takahashi, & Pedro da Ponte, 2019) as follows. The group spent 1 week in Joetsu in October 2017 to design the task, study the topic, and plan a lesson together.…”

Section: Context Of the Studymentioning

confidence: 99%

The effects of culture on mathematics lessons: an international comparative study of a collaboratively designed lesson

Clivaz¹,

Miyakawa

2020

Educ Stud Math

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This paper reports the results of an international comparative study conducted in Switzerland and Japan of an elementary school mathematics lesson. The principal aim of the study was to advance understanding of the cultural specificities of a mathematics lesson in its totality using concrete examples of lesson design and implementation and of how cultural factors within and beyond the classroom/school shape and produce mathematics lessons in a particular country. We analysed two Grade 4 mathematics lessons designed and implemented in Switzerland and Japan by pre-service teachers in the context of a project-based international exchange programme. The lesson, initially designed collaboratively by the pre-service teachers of the two countries, was ultimately realised in different ways in each country. Specifically, we found differences between the Japanese and Swiss lessons in the structure of the lesson and validation of solutions. To elucidate these differences and identify the cultural factors that yield them, we analysed the resources developed and used during lesson design and implementation (lesson plans, official documents, and textbooks). Furthermore, we discuss three aspects of mathematics lessons that account for the main characteristics of each lesson: collective or individualistic teaching and learning, problem-solving lessons, and distance between theory and practice.

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Theory and Practice of Lesson Study in Mathematics around the World

Cited by 31 publications

References 19 publications

Teacher change through cognitive conflicts: the case of an art lesson study

Teacher change through cognitive conflicts: the case of an art lesson study

Enhancing teachers' noticing around mathematics teaching practices through video-based lesson study with peer coaching

The effects of culture on mathematics lessons: an international comparative study of a collaboratively designed lesson

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