The origins and products of Japanese lesson study

Abstract

Th e aim of this paper is to provide an overview of the Lesson Study and its main product – Problem Solving Approach, based on the relevant literature research and direct observations by the author of the paper. Japanese Lesson Study is recognized as successful methodology in Mathematics education. In the Western European countries and the United States, Lesson Study is usually perceived as a professional development process that engages Japanese teachers to systematically examine their practice with the goal of becoming more eff ective. However, Lesson Study is more than professional development. It is a scientifi c activity for teachers based on methodology introduced in 1880s (Isoda, 2011). Th e products of Lesson Study are not limited only to what participants had learned from particular class and post-class refl ective discussion. It also includes the development of local theories in Mathematics education. One of theories of teaching Mathematics that emerged from Lesson Study is Problem Solving Approach, which is commonly known as Japanese teaching approach and theory of teaching about learning how to learn (Stigler & Hiebert, 1999). Th e aimed product of this approach is the ability of students to learn mathematics independently.