NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ916038
Record Type: Journal
Publication Date: 2011-Feb
Pages: 19
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1386-4416
Zen and the Art of "Neriage": Facilitating Consensus Building in Mathematics Inquiry Lessons through Lesson Study
Inoue, Noriyuki
Journal of Mathematics Teacher Education, v14 n1 p5-23 Feb 2011
One danger of integrating inquiry-based problem-solving activities into mathematics lessons is that different strategies could be accepted without in-depth discussions on the cogency and efficiency of the strategies. To overcome this issue, Japanese teachers typically go through a series of lesson-study-based teacher learning sessions and learn how to help students build consensus on the best mathematical strategy and think deeply about problem solving ("neriage" in Japanese). Assuming that this can also be an effective model in other cultural contexts, a video-based lesson study was conducted for a group of US teachers to effectively incorporate consensus building discussions in their mathematical inquiry lessons. Through the lesson study, the teachers learned to release control of class discussions to their students and help them discuss and examine different strategies. This article concludes with various aspects that the teachers learned for effectively implementing "neriage" in their lessons.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States