Critical Turning Points During Lesson Study: Student Misconceptions Spark Teacher Learning

Krystal Barber

doi:10.14305/jn.19440413.2021.13.3.02

Abstract

During lesson study teachers collaborate to design, teach, observe, and reflect on a lesson with the overarching goals of improving instruction and increasing student learning. This article examines how a 6th grade mathematics lesson study project challenged teachers’ ideas and assumptions about their students’ understanding of fraction concepts. Significant misconceptions were revealed during the teaching of the lesson, prompting teacher learning and changes to instruction. The results highlight critical turning points during the process where evidence collected during lesson observations revealed student struggles and changed how teachers supported their students’ thinking moving forward. This article also documents one teacher’s journey as she recognizes the need for visual modeling and justification of math concepts to build deeper understanding. There are many different ways lesson study has been implemented in the United States, yet in many ways the effectiveness of lesson study remains uncertain. This paper focuses on key points during the lesson study process that can lead to the development of knowledge and practice.

Highlights

At a time when the United States is focused on student achievement, it is worthwhile to examine ways to support teachers in implementing new standards to increase student learning, improve instruction, and engage in productive collaboration
When students have conceptual understanding in mathematics, they have a deep understanding of math concepts and relationships and can apply these to different contexts
Students who display procedural fluency can carry out mathematical procedures and can use these accurately, efficiently, and flexibly

Summary

Introduction

At a time when the United States is focused on student achievement, it is worthwhile to examine ways to support teachers in implementing new standards to increase student learning, improve instruction, and engage in productive collaboration. Students who display procedural fluency can carry out mathematical procedures (like the algorithms for addition and subtraction most adults can recall learning in school) and can use these accurately, efficiently, and flexibly Mathematical proficiencies such as these are interwoven and should not be developed in isolation. Research has shown that high-quality, effective professional development takes place within the context of the classroom and is focused on student learning (Borko et al, 2010) Lesson study addresses both of these characteristics and can lead to positive learning opportunities for teachers. Makoto Yoshida developed the phrase “lesson study” from the Japanese word jugyokenkyu where jugyo means lesson and kenkyu means study or research; it was Catherine Lewis (1998) who called these “research lessons.” Lewis uses this title to highlight the fact that teachers systematically examine the planning and implementation of lessons Makoto Yoshida developed the phrase “lesson study” from the Japanese word jugyokenkyu where jugyo means lesson and kenkyu means study or research; it was Catherine Lewis (1998) who called these “research lessons.” Lewis uses this title to highlight the fact that teachers systematically examine the planning and implementation of lessons

Results

Discussion

Conclusion