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ERIC Number: EJ1046670
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1442-3901
Lesson Study with Mathematical Resources: A Sustainable Model for Locally-Led Teacher Professional Learning
Lewis, Catherine; Perry, Rebecca
Mathematics Teacher Education and Development, v16 n1 2014
Teams of educators conducted lesson study independently, supported by a resource kit that included mathematical tasks, curriculum materials, lesson videos and plans, and research articles, as well as protocols to support lesson study. The mathematical resources focused on linear measurement interpretation of fractions. This report examines the resource kit content, the changes in teachers' fractions knowledge, and the lesson study processes that enabled changes in teachers' knowledge. Quantitative findings show that teachers in the experimental condition (lesson study supported by resource kits) significantly improved three of the four facets of fractions knowledge studied, including understanding the whole, unit fractions, and fractions as numbers; whereas control group teachers did not. Qualitative data, including video and written reflections, illuminate activities that supported teachers' knowledge development, including solving and discussing mathematical tasks, studying curriculum and research, and observing students during research lessons.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education; Grade 3; Grade 4; Intermediate Grades; Grade 6; Middle Schools; Grade 5
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A070237