Offering voices from the field – the first of its kind outside of Japan – this guide to teaching and learning elementary mathematics highlights real case examples from teachers and educators who share what they have learned through Lesson Study.
The teachers’ reports provide vivid examples of new insights and ideas about mathematics, about pedagogy and lesson design, about student learning, and about professional collaboration gained through Lesson Study. Each report includes an abbreviated plan of the specific research lesson that led to the new insights, which readers can draw from to replicate the powerful learning in their own community. The case examples of this book are from Lesson Study in mathematics, elementary to lower secondary grade levels, focused on what teachers and educators have learned about improving mathematics teaching and learning; but many ideas from each report can be applied to other subjects and different grade levels.
This unique book will be an excellent resource for mathematics teachers in training and practice who seek to improve mathematics teaching and learning in their own and others’ classrooms, including researchers and school administrators who lead professional development.
Author(s): Akihiko Takahashi, Thomas McDougal, Shelley Friedkin, Tad Watanabe
Series: WALS-Routledge Lesson Study Series
Publisher: Routledge
Year: 2022
Language: English
Pages: 225
City: London
Cover
Half Title
Series
Title
Copyright
Dedication
Table of Contents
List of figures
List of tables
Foreword
Preface
Acknowledgements
List of contributors
I How we expect Lesson Study to contribute to the quality of teaching and learning
Teacher as life-long learner
Learning from Lesson Study as part of the planning team
What can we learn from observing a research lesson?
II What we learned about the contents we teach
“Doing the math”: word problems in the primary grades –
solve “take-from with change unknown” story problems
with grade 1 (6- and 7-year-old) students
To add or subtract, that is the question: a compare-type problem with the smaller quantity unknown, grade 2 (7- and 8-year-old) students
Expanding the meaning of multiplication: understanding multiplication of a whole number by a decimal, grade 5 (10- and 11-year-old) students
Conceptualizing equivalent expressions through
problem-solving: combining like terms, for grade 7 (12- to
13-year-old) students
Expanding my conception of place value: three-digit subtraction with regrouping, for grade 3 (8- and 9-year-old) students
Summary of Chapter II: what we learned about the contents we teach
III What we learned about lesson design and pedagogy
Designing lessons students lead: numbers greater than
1,000, for grade 2 (7- and 8-year-old) students
Creating meaning with data and graphing: collecting, graphing, and interpreting data, for grade 2 (7- and 8-year-old) students
Boardwork as a roadmap: introducing subtraction, for kindergarten (5- and 6-year-old) students
Summary of Chapter III: what we learned about lesson design and pedagogy
IV What we learned about student
An upper elementary teacher learns about making ten in
first grade: making a new ten, first grade
(6- and 7-year-old) students
Discovering numbers greater than 1000: making meaning of numbers above 1000, for second grade (7- and 8-year-old) students
Student learning: addition with fractions: adding fractions with like denominators, grade 3 (8- and 9-year-old) students
Student learning: division with remainders: division with
remainders, for grade 4 (9- and 10-year-old) students
Student learning: multi-digit multiplication algorithm: multiplying a two-digit number by another two-digit number, for grade 4 (9-year-old) students
Summary of Chapter IV: what we learned about student learning
V What we learned about teacher collaboration and leadership
Teacher collaboration: the growth of Lesson Study in one
school: how the development of Lesson Study can be seen
through decimals
Teachers solving their own problems of practice: quotative division for grade 3 (8- and 9-year-old) students
Lesson Study and the new teacher: adding fractions with unlike denominators, for grade 4 (8- and 9-year-old) students
Building district infrastructure for Lesson Study: designing educator support centering our students at the margins: the San Francisco Unified School District (SFUSD) Teacher Leader Fellowship (TLF) and Lesson Study support programming
Summary of Chapter V: what we learned about teacher collaboration and leadership
VI Ideas for establishing sustainable Lesson Study – what we learned from US schools
What we learned from twenty years of U.S. schools’ endeavors
Index
