|Published online: March 16, 2016||$US5.00|
This paper describes the results of a case study spanning five years that examined the implementation of a lesson study from Japan in a course taught in a university mathematics department in the U.S. The goal of the course is to provide mathematics majors seeking secondary mathematics teaching certification with an alternative professional development to complement those typically discussed and experienced in the university’s teacher education department. The focus was to build teacher knowledge by connecting knowledge gained at the university to actual practice in the classroom. Data in the form of pre-service secondary mathematics teachers’ Plans to Guide Learning, which was a written record of their Lesson Study process and individual reflections about their experiences, were analyzed for patterns and trends. The data provided insights into pre-service secondary mathematics teachers’ perceptions about Lesson Study and how it impacted their teacher knowledge. An interview with a student teacher supervisor and survey responses from pre-service teachers, who are now in-service secondary mathematics teachers and had completed the course, were analyzed for descriptions related to the impact that Lesson Study had on their development into secondary mathematics teachers.
|Keywords:||Mathematics, Lesson Study, Teacher Knowledge|
The International Journal of Science, Mathematics and Technology Learning, Volume 23, Issue 1, March 2016, pp.29-41. Article: Print (Spiral Bound). Published online: March 16, 2016 (Article: Electronic (PDF File; 847.463KB)).
Professor, Department of Mathematics, Professor of Mathematics, Abilene Christian University, Abilene, Texas, USA
Associate Professor, Department of Teacher Education, Professor of Teacher Education, Angelo State University, San Angelo, TX, USA