Access the full text.
Sign up today, get DeepDyve free for 14 days.
J. Kilpatrick, J. Swafford, B. Findell (2013)
Adding It Up: Helping Children Learn Mathematics
R.A. Lesh, J. Zawojewski
Problem solving and modeling
B. Qu, H. Li, L. Ma
Jiao shi
RBS
Teaching Mathematics in Seven Countries: TIMSS Video Study (4‐CD Set)
L. Ma
Knowing and Teaching Elementary Mathematics: Teachers’ Understanding of Fundamental Mathematics in China and the United States
E. Silver, Hala Ghousseini, Dana Gosen, Charalambos Charalambous, Beatriz Strawhun (2005)
Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroomThe Journal of Mathematical Behavior, 24
Mills College Lesson Study Group
Developing Number Sense for Fractions: A Resource Guide for Lesson Study (Video)
J. Walle, Karen Karp, Jennifer Bay-Williams (2012)
Elementary and Middle School Mathematics: Teaching Developmentally.
Common Core State Standards (CCSS)
Common core state standards for mathematics
Patricia Jaberg, C. Lubinski, Teresa Yazujian (2002)
One Teacher’s Journey to Change Her Mathematics TeachingMathematics Teacher Education and Development, 4
C. Lewis, R. Perry, S. Friedkin, L. Fisher, J. Disston, D. Foster
Building knowledge and professional community through lesson study
Mia Etchberger, Kenneth Shaw (1992)
Teacher Change as a Progression of Transitional Images: A Chronology of a Developing Constructivist TeacherSchool Science and Mathematics, 92
National Council of Teachers of Mathematics
Principles and Standards for School Mathematics
Global Education Resources
Resources
A. Takahashi
Beyond show and tell: neriage for teaching through problem‐solving – ideas from Japanese problem‐solving approaches for teaching mathematics
Y. Shimizu
Sharing a new approach to teaching mathematics with the teachers from outside the school: the role of lesson study at ‘Fuzoku’ schools
Mills College Lesson Study Group
How Many Seats? Excerpts of a Lesson Study Cycle (DVD)
D.K. Cohen
Teaching practice: plus ca change…
D. Cohen (1988)
Teaching Practice: Plus Ca Change... Issue Paper 88-3.
C. Lewis, R. Perry, S. Friedkin
Using Japanese curriculum materials to support lesson study outside Japan: toward coherent curriculum
CCSSM
K–8 publishers’ criteria for CCSSM
J. Stigler, J. Hiebert (1999)
The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the ClassroomJournal of Curriculum Studies, 32
National Council of Teachers of Mathematics
Curriculum Focal Points for Prekindergarten Through Grade 8 Mathematics: A Quest for Coherence
D. Clarke, Hilary Hollingsworth (2002)
Elaborating a model of teacher professional growthTeaching and Teacher Education, 18
A. Takahashi, T. Watanabe, M. Yoshida, P. Wang‐Iverson
Improving content and pedagogical knowledge through Kyozaikenkyu
H. Hironaka, Y. Sugiyama
Mathematics for Elementary School, Grades 1‐6
E. Fennema, T. Carpenter, M. Franke, L. Levi, V. Jacobs, Susan Empson (1996)
A Longitudinal Study of Learning to Use Children's Thinking in Mathematics InstructionJournal for Research in Mathematics Education
C. Lewis, J. Hurd (2011)
Lesson Study Step by Step: How Teacher Learning Communities Improve Instruction
Yoshinori Shimizu (2009)
Capturing the structure of japanese mathematics lessons: some findings of the international comparative studiesColección Digital Eudoxus
National Council of Teachers of Mathematics
An agenda for Action: Recommendations for School Mathematics of the 1980s
National Council of Teachers of Mathematics
Curriculum and Evaluation Standards for School Mathematics
Mills College Lesson Study Group
To Open a Cube: Mathematics Research Lesson (Problem‐Solving & Geometry) (DVD)
Tad Watanabe, A. Takahashi, Makoto Yoshida (2008)
Kyozaikenkyu: A Critical Step for Conducting Effective Lesson Study and Beyond
E. Bell, G. Pólya (1945)
How to Solve It. A New Aspect of Mathematical Method.American Mathematical Monthly, 52
Mills College Lesson Study Group
Can You Find the Area? Three Mathematics Research Lessons (DVD)
J. Stigler, J. Hiebert (2009)
Closing the Teaching GapPhi Delta Kappan Magazine, 91
Chicago Lesson Study Group
Lesson Study Conference, Chicago, IL, April
A. Takahashi (2006)
CHARACTERISTICS OF JAPANESE MATHEMATICS LESSONSColección Digital Eudoxus
C. Lewis, Rebecca Perry, S. Friedkin (2011)
Using Japanese Curriculum Materials to Support Lesson Study Outside Japan : toward Coherent Curriculum( Classrooms and Schools in Japan)
Huang Xiang (2007)
Quest for Coherence of Curriculum——Analysis and thought on Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics:A Quest for Coherence in AmericanJournal on Mathematics Education
C. Liu, L. Ma
Zhongguo li shi ri shi dian
M. Lampert (2001)
Teaching Problems and the Problems of Teaching
OECD
PISA 2009 results: what students know and can do – student performance in reading, mathematics and science, Vol. 1
National Center for Educational Statistics
The Nation’s Report Card (2003)
C. Lewis, Ineko Tsuchida (1997)
Planned educational change in Japan: the case of elementary science instructionJournal of Education Policy, 12
M. Fullan (1990)
The New Meaning of Educational Change
Purpose – The purpose of this paper is to describe the design and initial implementation of a lesson study network in the US intended to support implementation of the Common Core State Standards (CCSS). Design/methodology/approach – Participant observation and artifact collection document the development of the teaching through problem solving (TTP) network over a 14‐month period. Findings – The TTP network draws heavily on Japanese practices (e.g. lesson study) and Japanese materials (e.g. coherent, focussed mathematics curriculum) to support changes envisioned in the US CCSS related to students’ mathematical practices and dispositions. The reasons for choice of these key Japanese features are explicated, and teachers’ initial reactions described. Research limitations/implications – The design shows promise for combining teacher “ownership” with implementation of high‐quality approaches designed by others; and allowing instructional innovations developed in Japan to flow into US practice. TTP in mathematics has persistently resisted implementation in the US, so the network is designed to target a central problem in implementing the CCSS. Originality/value – A method for instructional innovations to spread from classrooms in one country to another is suggested.
International Journal for Lesson and Learning Studies – Emerald Publishing
Published: Oct 11, 2013
Keywords: Japan; Lesson study; CCSS; Mathematics; Problem solving; Standards implementation; Professional learning
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.