Lesson Study in Mathematics Education

Abstract

Lesson study is a Japanese approach to improve teaching and learning mathematics through a particular form of activity by a group of teachers. It provides teachers with key learning opportuni-ties in working collaboratively with their colleagues to study subject matter, students' think-ing and learning, and how to change classroom instruction. The origin of lesson study can be traced back to the late 1890s, when teachers at elementary schools affiliated to the normal schools started to study lessons by observing and examining them critically (Inagaki 1995). The group of teachers started to have study meetings on newly proposed teaching methods. The original way of observing and examining lessons has spread out nationwide with some major refinements and improvements. Teachers shared two types of methods to learn about new teaching approaches, called 'criticism lesson' and 'model lesson'. 'Criticism lesson' included a particular function of studying lessons, carefully examining the effectiveness of teaching, and publicly discussing ways to improve teaching and learning. The term 'research lesson', or kenkyu-jyugyo, might come from this particular function of lesson study with its major focus on producing a new idea, or testing a hypothesis in the form of an operationalised teaching method or teaching materials. On the other hand, 'model les-son' included another function of studying lessons; demonstrating or showcasing exemplary lessons, or presenting new approaches for teaching. For this purpose, the lesson should be carefully planned and based on research conducted by a teacher or a group of teachers. Participants can observe and discuss actual lessons with a hypothesis, instead of simply reading papers that describe the results of the study. The two different functions of lesson study – 'criticism lesson' and 'model lesson' – can be the original model of a variety of lesson study practiced around the county. Lesson study takes place in various contexts (Shimizu 2002). Preservice teacher-training programs at universities and colleges, for example, include lesson study as a crucial and challenging part in the final week of student teaching practice. In-service teachers also have opportunities to participating in it, that is held within their school, outside their school but in the same school district or city, prefecture, and even at the national level for a couple of objectives. Teachers at university-affiliated schools that have a mission to developing a new approach to teaching often open their lesson study meeting for demonstrating an approach or new teaching materials they developed.