Overview
- Brings together international research and theories on lesson study (LS) in Mathematics
- Presents issues and strategies for the effective implementation of lesson study in Mathematics
- Advances lesson study as a professional development approach to a research methodology
- Extends the field by including two brands of lesson study: Chinese LS and HK/Sweden learning study
Part of the book series: Advances in Mathematics Education (AME)
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About this book
This book brings together and builds on the current research efforts on adaptation, conceptualization, and theorization of Lesson Study (LS). It synthesizes and illustrates major perspectives for theorizing LS and enriches the conceptualization of LS by interpreting the activity as it is used in Japan and China from historical and cultural perspectives. Presenting the practices and theories of LS with practicing teachers and prospective teachers in more than 10 countries, it enables the reader to take a comparative perspective. Finally, the book presents and discusses studies on key aspects of LS such as lesson planning, post-lesson discussion, guiding theories, connection between research and practice, and upscaling.
Lesson Study, which has originated in Asia as a powerful effective professional development model, has spread globally. Although the positive effects of lesson study on teacher learning, student learning, and curriculum reforms have been widely documented,conceptualization of and research on LS have just begun to emerge. This book, including 38 chapters contributed by 90 scholars from 21 countries, presents a truly international collaboration on research on and adaptation of LS, and significantly advances the development of knowledge about this process.
Chapter 15: "How Variance and Invariance Can Inform Teachers’ Enactment of Mathematics Lessons" of this book is available open access under a CC BY 4.0 license at springerlink.bibliotecabuap.elogim.com
Theory and Practice of Lesson Study in Mathematics: An International Perspective shows that the power of Lesson Study to transform the role of teachers in classroom research cannot be explained by a simple replication model. Here we see Lesson Study being successful internationally when its key principles and practices are taken seriously and are adapted to meet local issues and challenges.
(Max Stephens, Senior research fellow at TheUniversity of Melbourne)
It works. Instruction improves, learning improves. Wide scale? Enduring? Deep impact? Lesson study has it. When something works as well as lesson study does, while alternative systems for improving instruction fail, or only succeed on small scale or evaporate as quickly as they show promise, it is time to understand how and why lesson study works. This volume brings the research on lesson study together from around the world. Here is what we already know and here is the way forward for research and practice informed by research. It is time to wake up and pay attention to what has worked so well, on wide scale for so long.
(Phil Dara, A leading author of the Common Core State Standards of Mathematics in the U.S.)
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Keywords
- Lesson Study
- LS
- Lesson Study in mathematics education
- mathematics education
- professional development
- theorizing LS
- instructional perspectives of lesson study
- LS for prospective mathematics teachers
- professional learning communities
- expansive learning/activity theory
- theorizing LS in mathematics
- methodology in studies on LS in mathematics
- LS in mathematics
- learning and instruction
Table of contents (39 chapters)
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Theoretical Perspectives of Lesson Study
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Historical and Cultural Perspectives in Japan and China
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Adaption Lesson Study in Selected Education Systems
Reviews
“I recommend this book for educators who are new to lesson study professional development and would like to learn more. The book was revised, peer-reviewed, and externally reviewed over a two year period which, in my opinion, confirms the research’s validity.” (MAA Reviews, February 2, 2020)
Editors and Affiliations
About the editors
Dr. Akihiko Takahashi is an Associate Professor at DePaul University. He teaches mathematics and mathematics education for prospective teachers. He was a teacher in Japan before becoming an educator of mathematics teachers. During his teaching career, he was nationally active in mathematics lesson study in Japan. He received his Ph.D. from the University of Illinois at Urbana-Champaign; his dissertation research focused on internet use in mathematics education. He has published over 60 journal articles and book chapters in English and Japanese and given over 50 presentations and keynote at conferences and workshops in Canada, Chile, Germany, Indonesia, Ireland, Japan, Korea, Malawi, Malaysia, Mexico, Philippine, Qatar, Singapore, Thailand, Uganda, United Kingdom, and United States.
Dr. João Pedro da Ponte is Professor at Universidade de Lisboa. He made his doctoral studies at the University of Georgia (USA), and was a Visiting Professor at San Diego (USA), UNICAMP (Brazil), and Granada (Spain). His current main research interests are mathematics teaching practices and teacher education and the teaching and learning of rational numbers and algebra. He coordinated a government report about pre-service teacher education (2006) and a new mathematics curriculum for basic education (2007) and collaborates with the Portuguese association of teachers of mathematics. He has supervised thirty one PhD dissertations and is author and co-author of several books and articles in national and internationaljournals such as BOLEMA, RELIME, Educational Studies in Mathematics, Journal of Mathematics Teacher Educations, and ZDM Mathematics Education.
Bibliographic Information
Book Title: Theory and Practice of Lesson Study in Mathematics
Book Subtitle: An International Perspective
Editors: Rongjin Huang, Akihiko Takahashi, João Pedro da Ponte
Series Title: Advances in Mathematics Education
DOI: https://doi.org/10.1007/978-3-030-04031-4
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2019
Hardcover ISBN: 978-3-030-04030-7Published: 14 June 2019
eBook ISBN: 978-3-030-04031-4Published: 28 May 2019
Series ISSN: 1869-4918
Series E-ISSN: 1869-4926
Edition Number: 1
Number of Pages: XVIII, 865
Number of Illustrations: 165 b/w illustrations
Topics: Mathematics Education, Research Methods in Education, Educational Psychology