Examining change in teacher mathematical knowledge through lesson study

Abstract

Using the case of teachers investigating how to teach fractions, this study introduces a methodology for examining the mechanisms through which lesson study affects teacher mathematical knowledge. Lesson study transcripts, pre and post interviews, and talk-aloud fraction assessments were analyzed to identify teacher learning and the lesson study mechanisms that contribute to teacher change. Analysis of the transcribed video data found that discussions of significant mathematical problems during planning led to mathematical learning and that examinations of student understandings during all phases of lesson study developed teacher mathematical knowledge which expanded through successive lesson planning, observation and reflection. Implications arising from this limited but detailed study are explored. © 2011 Springer Science+Business Media B.V.