Learning from Japanese Lesson Study.

By Tad Watanabe. 2002

130 citations recorded by the source corpus.

How researchers see this paper

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Lesson Study: A Means for Elementary Teachers to Develop the Knowledge of Mathematics Needed for Reform-Minded Teaching? (2005, background): “Because Japan has a cadre of individuals in place who regularly fill this function, examinations of Japanese lesson study may prove to be a good place to begin this work (Watanabe, 2002).”
The Role of Contexts and Teacher's Questioning to Enhance Students' Thinking. (2010, methodology): “combination of design research (Gravemeijer & Cobb, 2006), Simon’s (1995) notion of Hypothetical Learning Trajectory (HLT) and Lesson Study (Watanabe, 2002; Yoshida, 1999) as discussed in Widjaja and Dolk (2010).”
Process reflection during Japanese lesson study experiences by prospective secondary mathematics teachers (2011, background): “In Japanese lesson study, teachers collaboratively plan a lesson addressing a specific goal, test this lesson in one of their classrooms, and re-plan based on the observed student reactions; this cycle can occur many times to refine a single lesson (Lewis 2000; Lewis et al. 2003; Lewis and Tsuchida ”
Teachers’ professional growth through engagement with lesson study (2017, background): “The post-lesson discussion provides a platform for teachers, researchers, and observers to examine and discuss their “evidence” of student learning and share ideas to improve the teaching and learning process (Takahashi and Yoshida 2004; Watanabe 2002).”