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ERIC Number: EJ1141508
Record Type: Journal
Publication Date: 2017-May
Pages: 39
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0021-8251
Lesson Study to Scale up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning
Lewis, Catherine; Perry, Rebecca
Journal for Research in Mathematics Education, v48 n3 p261-299 May 2017
An understanding of fractions eludes many U.S. students, and research-based knowledge about fraction, such as the utility of linear representations, has not broadly influenced instruction. This randomized trial of lesson study supported by mathematical resources assigned 39 educator teams across the United States to locally managed lesson study supported by a fractions lesson study resource kit or to 1 of 2 control conditions. Educators (87% of whom were elementary teachers) self-managed learning over a 3-month period. HLM analyses indicated significantly greater improvement of educators' and students' fractions knowledge for teams randomly assigned to lesson study with resource kits. Results suggest that integrating research-based resources into lesson study offers a new approach to the problem of "scale-up" by combining the strengths of teacher leadership and research-based knowledge.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A070237