Lesson study is a professional development process that teachers engage in to systematically examine their practice, with the goal of becoming more effective. Originating in Japan, lesson study has gained significant momentum in the mathematics education community in recent years. As a process for professional development, lesson study became highly visible when it was proposed as a means of supporting the common practice of promoting better teaching by disseminating documents like standards, benchmarks and nationally validated curricula. While the body of knowledge about lesson study is growing, it remains somewhat elusive and composed of discrete research endeavors. As a new research area there is no coherent knowledge base yet. This book will contribute to the field bringing the work of researchers and practitioners together to create a resource for extant work. This book describes several aspects of Lesson Study, amongst others: it gives an historical overview of the concept, it addresses issues related to learning and teaching mathematics, it looks at the role of the teacher in the process. The last two sections of the book look at how lesson Study can be used with preservice mathematics teachers and at university mathematics methods teaching.

This is a much-needed book for educators who want to learn more than just the surface features of lesson study, to deepen the process and learning. Bringing together current knowledge and resources from lesson study practitioners and researchers all over the world, this book provides models and examples of how teachers can learn more deeply and how to support them to learn more in lesson study. The chapters connect current research/educational theories to classroom practices and are filled with examples to illustrate how deeper learning looks with lesson study; for example, highlighting the research process, paying attention to educative talk, using of case pupils (students) as the teachers’ focus, doing kyouzai kenkyuu well, facilitating mock-up lessons and so forth. This is not a basic "how-to" handbook of lesson study, and readers can choose chapters with topics of interest to learn and use the new ideas promptly in their work. Coming from the global network of lesson study educators, the book not only provides new learning guides but also provides stories of how lesson study has been adopted in different cultures and educational contexts.

This is a much-needed book for educators who want to learn more than just the surface features of lesson study, to deepen the process and learning. Bringing together current knowledge and resources from lesson study practitioners and researchers all over the world, this book provides models and examples of how teachers can learn more deeply and how to support them to learn more in lesson study. The chapters connect current research/educational theories to classroom practices and are filled with examples to illustrate how deeper learning looks with lesson study; for example, highlighting the research process, paying attention to educative talk, using of case pupils (students) as the teachers' focus, doing kyouzai kenkyuu well, facilitating mock-up lessons and so forth. This is not a basic "how-to" handbook of lesson study, and readers can choose chapters with topics of interest to learn and use the new ideas promptly in their work. Coming from the global network of lesson study educators, the book not only provides new learning guides but also provides stories of how lesson study has been adopted in different cultures and educational contexts.

Lesson study is a professional development process that teachers engage in to systematically examine their practice, with the goal of becoming more effective. Originating in Japan, lesson study has gained significant momentum in the mathematics education community in recent years. As a process for professional development, lesson study became highly visible when it was proposed as a means of supporting the common practice of promoting better teaching by disseminating documents like standards, benchmarks and nationally validated curricula. While the body of knowledge about lesson study is growing, it remains somewhat elusive and composed of discrete research endeavors. As a new research area there is no coherent knowledge base yet. This book will contribute to the field bringing the work of researchers and practitioners together to create a resource for extant work. This book describes several aspects of Lesson Study, amongst others: it gives an historical overview of the concept, it addresses issues related to learning and teaching mathematics, it looks at the role of the teacher in the process. The last two sections of the book look at how lesson Study can be used with preservice mathematics teachers and at university mathematics methods teaching.