How Does Lesson Study Improve Mathematics Instruction?

Autor/in	Lewis, Catherine
Titel	How Does Lesson Study Improve Mathematics Instruction?
Quelle	In: ZDM: The International Journal on Mathematics Education, 48 (2016) 4, S.571-580 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-016-0792-x
Schlagwörter	Mathematics; Mathematics Instruction; Beliefs; Teacher Characteristics; Foreign Countries; Lesson Plans; Teaching Methods; Models; Academic Achievement; Pedagogical Content Knowledge; Mathematics Achievement; Communities of Practice; Professional Development; Curriculum Development; Mathematics Teachers; Japan + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Belief; Glaube; Ausland; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Schulleistung; Pädagogische Kompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Community; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	This article presents a theoretical model of lesson study's impact on instruction, through intervening impact on teachers' knowledge, beliefs and dispositions, teachers' learning community, and curriculum. It also describes four different types of lesson study in Japan, pointing out their synergies in producing a system where local teachers "demand" knowledge for their lesson study work and lesson study provides a collaborative, practice-based venue to try out recent innovations in curriculum and instruction. Description of lesson study in Japan provides background for considering the articles of this issue, which highlight four strategies to develop lesson study outside Japan: (1) incorporation of high-quality tasks and materials; (2) attention to processes that illuminate student thinking; (3) attention to system features; and (4) models for scale-up. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01