Mathematics Lesson Study Around the World

177 Pages·2018·2.53 MB·English

by  Marisa Quaresma

ICME-13 Monographs
Marisa Quaresma · Carl Winsløw
Stéphane Clivaz · João Pedro da Ponte
Aoibhinn Ní Shúilleabháin
Editors
Akihiko Takahashi
Mathematics
Lesson Study
Around the World
Theoretical and Methodological Issues
ICME-13 Monographs
Series editor
Gabriele Kaiser, Faculty of Education, Didactics of Mathematics, Universität
Hamburg, Hamburg, Germany
Each volume in the series presents state-of-the art research on a particular topic in
mathematics education and reflects the international debate as broadly as possible,
while also incorporating insights into lesser-known areas of the discussion. Each
volumeisbasedonthediscussionsandpresentationsduringtheICME-13Congress
and includes the best papers from one of the ICME-13 Topical Study Groups or
Discussion Groups.
More information about this series at http://www.springer.com/series/15585
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Marisa Quaresma Carl Winsl w
(cid:129)
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St phane Clivaz Jo o Pedro da Ponte
(cid:129)
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Aoibhinn N Sh illeabh in
Akihiko Takahashi
Editors
Mathematics Lesson Study
Around the World
Theoretical and Methodological Issues
123
Editors
Marisa Quaresma João PedrodaPonte
Instituto deEducação Instituto deEducação
Universidade deLisboa Universidade deLisboa
Lisboa Lisboa
Portugal Portugal
Carl Winsløw AoibhinnNí Shúilleabháin
Department ofScience Education SchoolofMathematics&Statistics,College
University of Copenhagen ofScience
Copenhagen University CollegeDublin
Denmark Dublin
Ireland
Stéphane Clivaz
UERMSand3LS AkihikoTakahashi
Lausanne University of Teacher Education Teacher Education
Lausanne DePaul University
Switzerland Chicago, IL
USA
ISSN 2520-8322 ISSN 2520-8330 (electronic)
ICME-13 Monographs
ISBN978-3-319-75695-0 ISBN978-3-319-75696-7 (eBook)
https://doi.org/10.1007/978-3-319-75696-7
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Contents
1 Lesson Study and Teaching Mathematics Through
Problem Solving: The Two Wheels of a Cart . . . . . . . . . . . . . . . . . . 1
Toshiakira Fujii
2 Mathematics Education Lesson Study in Japan from Historical,
Community, Institutional and Development Assistance
Perspectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Takuya Baba, Atsumi Ueda, Hiroyuki Ninomiya and Keiko Hino
3 Promoting and Implementing Lesson Study in Malaysia:
Issue of Sustainability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Chap Sam Lim, Kim Hong Teh and Chin Mon Chiew
4 Enacting Curriculum Reform Through Lesson Study
in the Irish Post-primary Mathematics Classroom . . . . . . . . . . . . . . 65
Aoibhinn Ní Shúilleabháin
5 Fitting Lesson Study to the Portuguese Context . . . . . . . . . . . . . . . . 87
João Pedro da Ponte, Marisa Quaresma, Joana Mata-Pereira
and Mónica Baptista
6 Lesson Study in Chile: A Very Promising but Still
Uncertain Path . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Soledad Estrella, Arturo Mena-Lorca and Raimundo Olfos
7 Theorizing Lesson Study: Two Related Frameworks
and Two Danish Case Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Carl Winsløw, Jacob Bahn and Klaus Rasmussen
v
vi Contents
8 Collaborative Lesson Research (CLR) . . . . . . . . . . . . . . . . . . . . . . . 143
Akihiko Takahashi and Thomas McDougal
9 Mathematics Lesson Study Around the World:
Conclusions and Looking Ahead. . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Stéphane Clivaz and Akihiko Takahashi
Japanese Vocabulary—A Proposal for Standard Transcriptions .. .... 165
Jacob Bahn
Author Index.. .... .... .... ..... .... .... .... .... .... ..... .... 171
Subject Index.. .... .... .... ..... .... .... .... .... .... ..... .... 173
Introduction
Lesson study and learning study, as forms of teacher professional development,
have been introduced and experimented with in many countries around the world,
with teachers at all levels of education and in initial teacher education. In some
countries, lesson study and learning study have become a regular part of teaching
activities across the curriculum. However, these models of teacher collaboration
have been most prevalent in the subject of mathematics—both in practice and in
research.
Whiletherearemanydescriptionsoflessonstudyandlearningstudywhichhave
resulted in both teacher learning and student learning, the core dynamics of these
modelsremainasubject ofinterest formanyresearchers.Withintheseelementsof
research, there remain many questions: What are the key elements of which a
professional development activity can be considered as lesson or learning study?
What are the central formative mechanisms of lesson and learning study which
encourageteacherlearning?Whichconditionsmayaffectalessonorlearningstudy
andleadthemtoalossoftheirformativepotential?Howmightlessonandlearning
studiesbeadaptedtosuittheneedsandtheparticularculturesofdifferentcountries
oreducationalsystems?Whatmakeslessonstudy“viable”insomecontexts,where
the activity is regularly done by all teachers with no external initiative? While
lesson study is often described as a form of research undertaken by teachers, can
lesson study be utilized as a research method (not just research object) by
mathematics education researchers?
The need to go beyond the mere sharing of experiences, to investigate and
discussthedeeperissuesrelatedtothetheorizationoflessonandlearningstudy,led
to the constitution of a discussion group at ICME 13 in Hamburg. This group
sought to discuss the specificities of mathematics lesson and learning studies, with
regard to regional and national particularities. In addition, the group sought to
discuss the methodological and theoretical tools which might be used to conduct
researchonandwiththisformofteachereducation,fromaninclusiveinternational
perspective. The discussion group thus had two main foci of work. The first was
dedicated to presenting and discussing regional and national particularities and
approachesoflessonandlearningstudiesinmathematicsinJapanandotherAsian
vii
viii Introduction
countries, North and South America and Europe. The second was dedicated to
discussing theoretical, methodological, and epistemological issues involved in
organizing and carrying out research on and with lesson and learning study.
Given the interest in these discussions and value apportioned to the exchange
among participants from around the world, the presentations were brief. The
organizers of the discussion group, Marisa Quaresma and Carl Winsløw, therefore
availed of the opportunity provided by the ICME brief series to challenge
participants to further elaborate on their work and provide an account not only
of their experiences with lesson and learning study, but also on the underlying
theoretical and methodological issues in their cultural or educational context.
We are grateful to all authors who have participated in this endeavor and also
wish to thank Stéphane Clivaz and Akihiko Takahashi who have provided a
reflectionofwhathasbeenachievedinthiscurrentcollectionofpapersandoutlined
the potential next steps to be undertaken.
The organization of this book has been a collective activity, involving editors
and authors in discussion of the content and involving additional external
reviewers.Thebookwillconstituteapointofreference concerningwherewe,asa
communityofmathematicseducationresearchersworkingwithlessonandlearning
study,standinrelationtowhatwehavelearnedtodateabouttheseformsofteacher
professional development in 2016–17. We endeavor to contribute to further
research on the underlying issues and processes within these models and hope this
bookwillprovideastimulustointerestedreaderstoreflectonthepotentialandthe
constraints of lesson and learning study.
João Pedro da Ponte
Marisa Quaresma
Carl Winsløw
Stéphane Clivaz
Aoibhinn Ní Shúilleabháin
Akihiko Takahashi
Chapter 1
Lesson Study and Teaching
Mathematics Through Problem Solving:
The Two Wheels of a Cart
Toshiakira Fujii
Abstract The international education community has taken an interest in lesson
study, the Japanese approach to school education. Lesson study first came to the
attention of educators outside of Japan primarily through the publication of The
TeachingGap(StiglerandHiebertinTheteachinggap:Bestideasfromtheworld’s
teachers for improving education in the classroom. The Free Press, New York,
1999)and theTIMSS video study,which showed thetypical structure ofJapanese
mathematics instruction in the classroom. However, while there has been tremen-
dous international interest in using lesson study as a model for professional
development, there has been less of a focus on applying the method of Japanese
mathematics instruction, which is teaching mathematics through problem solving.
This paper discusses the interplay between lesson study and teaching mathematics
throughproblemsolvingandoutlinessuggestionsforeducatorsseekingtoimprove
both teaching and lesson study outside Japan.
(cid:1)
Keywords Japanese lesson study Teaching mathematics through problem
(cid:1) (cid:1) (cid:1)
solving Structured problem-solving Designed tasks Kikan-jyunshi
(cid:1) (cid:1)
Neriage Matome Kyozaikenkyu
1.1 Introduction
Itseemsthatsofaraquiteafewversionsoflessonstudyarepracticingintheworld.
AlthoughtheauthorwouldliketodistinguishthemfromJapaneselessonstudy,he
simply uses the term “lesson study” in this Chapter with consideration of consis-
tency in the book. The history of lesson study in Japan spans more than a century
(Makinae,2010).ForJapaneseeducators,lessonstudyisliketheairtheybreathe.It
cametotheattentionofeducatorsoutsideofJapanprimarilythroughTheTeaching
Gap (Stigler & Hiebert, 1999), which described findings from the Trends in
T.Fujii(&)
TokyoGakugeiUniversity,Tokyo,Japan
e-mail:[email protected]
©SpringerInternationalPublishingAG,partofSpringerNature2018 1
M.Quaresmaetal.(eds.),MathematicsLessonStudyAroundtheWorld,
ICME-13Monographs,https://doi.org/10.1007/978-3-319-75696-7_1