Project Overview
Early evidence suggests that access to high-quality mathematical resources contributes to the success of lesson study sites. This project has developed and tested two “toolkits” designed to help lesson study practitioners access mathematics teaching-learning resources.
The toolkits focus on two topics in elementary-middle school mathematics (area of polygons and proportional reasoning) and include a variety of resources drawn from research, such as lesson videos, mathematical tasks, student work, and research articles.
The research addresses four major research questions:
1. Improvement of Learning. Does toolkit-supported lesson study support teacher and student learning?
2. Processes of Learning. What processes of interaction and toolkit use occur within LS groups, and how are these processes associated with teacher learning?
3. Spread. Do the toolkits enable spread of research-based ideas about mathematics teaching and learning? What is the extent and quality of teacher-initiated spread?
4. Knowledge Base Development. What is the evidence that toolkit-supported lesson study can aid development of a shareable, verifiable, improvable knowledge base for teaching?
Products
Products from this study include two lesson study toolkits, one focused on proportional reasoning and one on area of polygons; instruments; and publications. Click here for additional information about the toolkits. Once you have had the opportunity to review and/or use these materials, we welcome and encourage your feedback. Please email us at info@lessonresearch.net.
Study Setting & Population
The sample includes 20 lesson study groups from 4 states, recruited via existing connections from prior collaboration, lesson study listserves and professional networks. These sites range widely in urbanicity, socioeconomic status, and racial composition.
Research Design and Methods
During Phase 1, we assembled toolkits from materials recommended by mathematics education researchers and educators, and tested these materials during a one-week summer workshop. The toolkits were revised based on data collected during the summer workshop.
During Phase 2, 10 lesson study groups conducted lesson study using each toolkit. Data collected from sites included: meeting reports from participants and observers, artifacts from lessons (e.g., lesson plans, mathematical tasks, worksheets, and student work), and pre- and post- teacher assessments. Comparison data were collected from non-participating local teachers. Four intensive-study sites were observed and videotaped.
Phase 3 documents toolkit spread within and across partner sites and to outside educators. Analysis, write-up and presentation of data will also be concentrated during Phase 3.