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ERIC Number: EJ902122
Record Type: Journal
Publication Date: 2010-Oct
Pages: 5
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0025-5769
Lesson Study: Still a Work in Progress in America
Tolle, Penelope P.
Mathematics Teacher, v104 n3 p181-185 Oct 2010
In the years since the Third International Mathematics and Science Study (TIMSS) focused on the success of Japanese students, much has been written about Japanese lesson study and its possible benefits for mathematics classrooms in America. Lesson study is a professional development process used in Japanese schools that brings teachers (and other educators) together to study the teaching and learning of a particular mathematical concept or process in depth. Japanese lesson study is about collectively improving teaching and learning. The postlesson discussion is the heart of Japanese lesson study and the most important part of the process. It is where deep constructive development occurs for the lesson and where professional development occurs for the teachers. However, it is also the area of the lesson study process that has been most neglected and least written about in America. In this article, the author stresses that the goal of American teachers should be to use the lesson study model of professional collaboration to help create venues of research and discourse to further improve how they teach and what they understand about student learning. She contends that American teachers should look forward to digging more deeply into the lesson study process so that they can continue to build on their knowledge of it.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan; United States