Making Connections Among Student Learning, Content, and Teaching: Teacher Talk Paths in Elementary Mathematics Lesson Study

2012 ◽  
Vol 43 (5) ◽  
pp. 616-650 ◽  
Author(s):  
Aki Murata ◽  
Laura Bofferding ◽  
Bindu E. Pothen ◽  
Megan W. Taylor ◽  
Sarah Wischnia
Keyword(s):  
Student Learning ◽  
Teacher Learning ◽  
Lesson Study ◽  
Teacher Talk ◽  
Mathematics Lesson ◽  
Craft Knowledge ◽  
Learning Content ◽  
Individual Teacher ◽  
Learning Path ◽  
Study Process

This study investigated how elementary teachers in a mathematics lesson study made sense of student learning, teaching, and content, as related to using representations in teaching multidigit subtraction, and how changes occurred over time in their talk and practice. The lesson-study process paved a group talk path along which teacher talk shifted from superficial to deeper consideration of student learning. By providing a context in which interactions of diverse ideas drove teacher learning, lesson study facilitated teachers making connections between the craft knowledge of teaching and scholarly knowledge. Individual teacher talk paths varied within the group path, and one teacher's learning path and the interaction of different learning paths is discussed.

How teachers respond to students’ mistakes in lessons

2017 ◽  
Vol 6 (3) ◽  
pp. 249-267 ◽  
Author(s):  
Mohammad Reza Sarkar Arani ◽  
Yoshiaki Shibata ◽  
Masanobu Sakamoto ◽  
Zanaton Iksan ◽  
Aini Haziah Amirullah ◽  
...  
Keyword(s):  
Lesson Study ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Classroom Culture ◽  
Mathematics Lesson ◽  
Content Type ◽  
Research On Teaching ◽  
Cultural Script ◽  
Study Process ◽  
Cross Cultural Analysis

Purpose The purpose of this paper is to capitalize on the advantages of an evidence-based lesson analysis while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study approach. Emphasis here is on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. Design/methodology/approach This paper draws on data collected by the authors in a lesson study in Malaysia that aimed to provide a cross-cultural analysis of a Malaysian mathematics lesson (grade 10) through the eyes of Japanese educators. Data retrieved should determine the cultural script of a mathematics class in Malaysia with an emphasis on Malaysian teachers’ responses to students’ mistakes in class. The cross-cultural analysis of a lesson is a comparative method that reveals the hidden factors at play by increasing awareness of characteristics in classroom situations that are self-evident to all involved members. Findings The findings are intended to the cultural script of Malaysia in the context of “classroom culture regarding mistakes” and “mistake management behavior.” The impact on the quality of teaching and learning also discussed in relation to how it can be improved in practice from the following perspectives: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed. The data in Table II provide a meta-analysis of evidences of “classroom culture regarding mistakes” and “mistake management behavior” of the teacher from the Malaysian researchers and practitioners’ perspective as well as from the lens of the Japanese educators. Research limitations/implications This study realizes that both sets of research studies value the importance of mistakes. It is important to identify the source of students’ mistakes and further learn from them. In order to reveal the overall structure of the cultural script of lessons, we need to realize that various cultural scripts are at work in the production of any given lesson. In the future, the authors hope to develop the potential of this view of culture script of teaching through cross-cultural analysis for lesson study and curriculum research and development. Practical implications This study aims to capitalize on the advantages of evidence-based lesson analysis through the lesson study process while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study methodology. Social implications The authors need to obtain reflective feedback based on concrete facts, and for this reason “lesson study,” a pedagogical approach with its origins in Japan, is attracting global attention from around the world. This study focuses on the discrete nature, the progression, significance, and the context of lessons. That is, by avoiding excessive abstraction and generalization, reflection based on concrete facts and dialogue retrieved from class observations can be beneficial in the process. The mutual and transnational learning between teachers that occurs during the lesson study process can foster the building and sharing of knowledge in teaching practice. Originality/value There is currently little empirical research addressing “classroom culture regarding mistakes” which mostly represents how teachers and students learn from mistakes in the classroom. This study focuses on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. The following perspectives are examined: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed.

The individual teacher in lesson study collaboration

2017 ◽  
Vol 6 (3) ◽  
pp. 216-232 ◽  
Author(s):  
Charlotte Krog Skott ◽  
Hanne Møller
Keyword(s):  
Teacher Learning ◽  
Lesson Study ◽  
Lived Experiences ◽  
Design Methodology ◽  
Small Scale ◽  
Content Type ◽  
Study Research ◽  
Individual Teacher ◽  
The Individual ◽  
Practical Implications

Purpose The purpose of this paper is twofold: first, to investigate the learning of individual teachers participating in lesson study collaboration by adapting a participatory framework about teacher learning; and second, to investigate the potential of this framework compared with other approaches used in lesson study research. Design/methodology/approach The authors use collective case studies. By being participant observers the authors provide detailed descriptions of two selected teachers’ lived experiences of lesson study collaboration. In addition to gain first-hand insights, the authors conducted interviews before, between and after two rounds of lesson studies, and recorded the various lesson study activities. Findings This paper provides empirical insights into the complexity of teacher learning. By using the participatory framework, the authors identify significant shifts in the participation of each of the two teachers during a two-year lesson study project. By comparing these shifts the authors identify significant conditions for their individual learning. Research limitations/implications Although the study is small scale, both the insights into the different ways in which teachers participated and the theoretical insights might be valuable for other lesson study research approaches. Practical implications This paper provides valuable insights into conditions that might influence teachers’ participation in lesson study activities, especially in cultures with little experience of lesson study. Originality/value This paper fulfils a need to investigate individual teachers’ learning in lesson study collaborations. It also contributes to deeper theoretical understandings of teacher learning which have been called for in recent lesson study research.

Learning through communication: exploring learning potential in teacher teams lesson study talk

2020 ◽  
Vol 10 (1) ◽  
pp. 47-59
Author(s):  
Hanne Kristin Aas
Keyword(s):  
Teacher Learning ◽  
Lesson Study ◽  
Classroom Practice ◽  
Small Degree ◽  
Development Project ◽  
Teacher Talk ◽  
Student Perspective ◽  
Teacher Teams ◽  
Learning Potential ◽  
Content Type

PurposeThis paper discusses findings from a four-year research and development project using lesson study in a Norwegian elementary school. There are only a limited number of studies which have investigated how talk mediates teacher learning in lesson study, whereas research has shown that the form communication takes is the key to whether or not collaboration leads to learning. Focus in this paper is therefore on the talk which takes place in teacher teams when they meet to plan the research lesson in lesson study. The article explores sequences of talk that afford opportunities for teacher learning in order to understand what triggers and characterizes these opportunities.Design/methodology/approachData consisted of audio recordings of four teacher teams made during planning meetings. Based on theoretical criteria, sequences of teacher talk which indicated potential for learning were selected for further analyses. These sequences were then coded with respect to what themes triggered this talk and what conversional routines were found.FindingsThe most frequent trigger of talk affording opportunities for learning was in relation to students and more specifically different needs of individual or subgroups of students. Didactic and purely curriculum-focussed issues triggered this kind of talk to a small degree. Conversional routines in the selected sequences concerned (1) taking a student perspective, (2) discussing impact on student learning behaviour and (3) generalizing (moving from specific accounts of classroom practice to general reflection on one's own practice).Originality/valueThis study aims to investigate what triggers and characterizes talk with learning potential in the lesson study work of teacher teams.

scholarly journals Critical Turning Points During Lesson Study: Student Misconceptions Spark Teacher Learning

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
Krystal Barber
Keyword(s):  
Teacher Learning ◽  
Lesson Study ◽  
Turning Points ◽  
The United States ◽  
Student Misconceptions ◽  
Key Points ◽  
Improving Instruction ◽  
Study Process ◽  
Math Concepts ◽  
Increasing Student Learning

During lesson study teachers collaborate to design, teach, observe, and reflect on a lesson with the overarching goals of improving instruction and increasing student learning. This article examines how a 6th grade mathematics lesson study project challenged teachers’ ideas and assumptions about their students’ understanding of fraction concepts. Significant misconceptions were revealed during the teaching of the lesson, prompting teacher learning and changes to instruction. The results highlight critical turning points during the process where evidence collected during lesson observations revealed student struggles and changed how teachers supported their students’ thinking moving forward. This article also documents one teacher’s journey as she recognizes the need for visual modeling and justification of math concepts to build deeper understanding. There are many different ways lesson study has been implemented in the United States, yet in many ways the effectiveness of lesson study remains uncertain. This paper focuses on key points during the lesson study process that can lead to the development of knowledge and practice.

Teachers' learning in extraordinary times: shifting to a digitally facilitated approach to lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
James Calleja ◽  
Patrick Camilleri
Keyword(s):  
Technology Use ◽  
Lesson Study ◽  
Group Discussion ◽  
Content Type ◽  
Self Reflection ◽  
Opportunities For Learning ◽  
Study Process ◽  
The University ◽  
Practical Implications

PurposeThe research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.Design/methodology/approachThis paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.FindingsNotwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.Practical implicationsDisruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.Originality/valueIntentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.

Lesson study design features for supporting collaborative teacher learning

2019 ◽  
Vol 77 ◽  
pp. 352-365 ◽  
Author(s):  
Motoko Akiba ◽  
Aki Murata ◽  
Cassandra C. Howard ◽  
Bryan Wilkinson
Keyword(s):  
Teacher Learning ◽  
Study Design ◽  
Lesson Study ◽  
Design Features

How Does Lesson Study Work? Toward a Theory of Lesson Study Process and Impact

2019 ◽  
pp. 13-37
Author(s):  
Catherine Lewis ◽  
Shelley Friedkin ◽  
Katherine Emerson ◽  
Laura Henn ◽  
Lynn Goldsmith
Keyword(s):  
Lesson Study ◽  
Study Process
Sign in / Sign up

Export Citation Format

Share Document