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Identifier	Spec 13
Author	Graham, Mitchell C., 1981-
Title	Reflections on the initiation of Japanese lesson study cycle in the secondary mathematics classroom
Publisher	Central Connecticut State University
Date	2010; *
Resource Type	Special Project
Notes	In recent years, policymakers and academic experts have expressed alarm about the variance between Eastern and Western mathematics achievement. Research reveals that classrooms in the United States are lagging behind their Eastern counterparts. This paper examines and documents teacher experience in the collaborative creation and production of one research lesson in the secondary mathematics classrooms based on the Japanese Lesson Study model. This examination of a cycle of Japanese Lesson Study in an American suburban district points out the benefit and limitations of this form of professional development for American teachers and make suggestions for the need for a comprehensive solution that integrates the formal lesson study process into the realities of current practice in order to alleviate the multiple problems that this system creates. The Lesson Study team met as a group on eight occasions over the cycle, but a lack of common planning time during the school day restricted full-time collaboration between members. Despite this limitation, the group was still able to increase the content knowledge of its members through the introduction of the trigonometric application. As a byproduct of the completion of the Lesson Study cycle, the professionalism in many of the teachers in the group was reinvigorated. This is evidenced by the newly opened channels of communication between the members being focused to discussions about newer teaching practices and more rigorous student learning objectives. In order for this Alternative Professional Development to become sustainable, it is essential for common planning time for teachers to become a regular practice in schools. With teachers collaborating by following the steps of the lesson study cycle, the spirit of professionalism will return and a focus on improving teaching and learning will result.
Subject	Comparative education Mathematics -- Study and teaching (Secondary) -- United States -- Cross-cultural studies Mathematics -- Study and teaching (Secondary) -- Japan -- Cross-cultural studies
Department	Department of Mathematical Sciences
Advisor	Gould, S. Louise
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	804653117
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