Response to Part I: Jumping into lesson study-inservice mathematics teacher education

Abstract

These chapters describe how four groups of US teachers and researchers attempted to replicate Japanese lesson study within their school systems and what they learned through the process. Although small, notable changes in mathematics teaching and learning are reported in each chapter, and they seem promising. For example, Tepylo and Moss report that the teachers in their study gained mathematical knowledge by going through lesson study. Olson, White, and Sparrow argue that the process of lesson study encourages teachers to reflect on their own classroom practices. © 2011 Springer Science+Business Media B.V.