Lesson Study: A Japanese Approach To Improving Mathematics Teaching and Learning

By C. Fernandez, Makoto Yoshida. 2004

572 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b89024944eef2d9d551d0938305fe0188be19f48

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Citations in the corpus

Linking Research to Practice: Teachers as Key Stakeholders in Mathematics Education Research (2012, background): “In their brief history of Japanese lesson study, Fernandez and Yoshida (2004) indicated that the origins can be”
Didactical designs for students’ proportional reasoning: an “open approach” lesson and a “fundamental situation” (2009, methodology): “This format, of Japanese origin, is extensively documented in the literature (see e.g. Fernandez and Yoshida, 2004; Isoda et al., 2007).”
Knowledge Expectations in Mathematics Teacher Preparation Programs in South Korea and the United States: Towards International Dialogue (2011, background): “Teacher knowledge reflects not only nationally (or locally) constructed cultural scripts (Fernandez & Yoshida, 2004; Paine, 1990; Stigler & Hiebert, 1999) but also transnational shared meanings of and beliefs about teaching and learning (Baker & LeTendre, 2005; Desimone, Smith, Baker, & Ueno, 2005).”
Lesson study design features for supporting collaborative teacher learning (2019, background): “Lesson study originates in Japan and has been practiced by Japanese teachers for over a century (Fernandez & Yoshida, 2004; Makinae, 2010).”
Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning (2017, background): “Elementary teachers in Japan typically participate in one to three cycles of lesson study per year as a planning team member and participate as an observer in an additional six to eight research lessons taught by colleagues (Fernandez & Yoshida, 2004; Takahashi & McDougal, 2014).”
THE CHALLENGE OF PREPARING PRESERVICE TEACHERS TO TEACH INFORMAL INFERENTIAL REASONING (2010, methodology): “Lesson Study (Fernandez & Yoshida, 2004; Lewis, 2002; Lewis & Tsuchida, 1998) is used both to identify the content and pedagogical content knowledge needed for teaching informal inference and to investigate how this knowledge is used by teachers when teaching.”
Meeting the Challenges of Mathematics Teacher Education through Design and Use of Tasks that Facilitate Teacher Learning (2008, background): “The chapter concludes with a framework for examining the demands on and expectations of teacher-educators as facilitators of teacher learning and the role of tasks in enhancing teacher learning.”
Integrating Assessment with Learning: What Will It Take to Make It Work? (2007, background): “There are many approaches that satisfy both these process and content considerations, such as lesson study (Fernandez & Yoshida, 2004), but in this chapter we will argue that a focus on the use of assessment in support of learning, developed through teacher learning communities, promises not only…”
Assessing Barriers to the Reform of U.S. Mathematics Instruction From an International Perspective (2005, background): “Many United States mathematics reformers have imported “conceptual teaching” models from the high-achieving countries of Japan and Singapore, including “Singapore mathematics” (Federal Publications, 2003) and the “Japanese lesson-study” model (Fernandez & Yoshida, 2004).”
Schools as professional learning communities: what can schools do to support professional development of their teachers? (2019, background): “…(PLCs that design and implement an innovative lesson series and observe, evaluate, reflect and redesign this lesson series starting a new cycle; Fernandez and Yoshida 2004, Bocala 2015), and forms of action research such as Collaborative Action Research (Harding and Haven 2009) and…”
Learning as boundary-crossing in school–university partnership ☆ (2007, background): “…and a tool for professional development, has drawn the attention of educational researchers because of the consistently outstanding achievement of Japanese and Chinese students, particularly in mathematics (Fernandez & Yoshida, 2004; Linn, Lewis, Tsuchida, & Songer, 2000; Stigler & Hiebert, 1999).”
Lesson Study as a Model for Building Pedagogical Knowledge and Improving Teaching (2006, background): “They appear to be keenly aware of how their students think about subject matter, what concepts might be difficult and what kinds of misconceptions students may have about the topic (Fernandez & Yoshida, 2004; Lewis, 2002; Lewis, Perry, & Hurd, 2004; Lewis, Perry, & Murata, 2004; Yoshida, 1999;).”
Teaching Mathematics for Understanding: An Analysis of Lessons Submitted by Teachers Seeking NBPTS Certification (2009, methodology): “An approach similar to what the French call didactical engineering (Artigue, 1994) and what the Japanese call lesson study (Fernandez & Yoshida, 2004) might be particularly appropriate.”