Abstract
This qualitative study examined whether or not participation in lesson study provided educators the opportunities to improve their knowledge for teaching mathematics. Participants for the study consisted of 24 middle school mathematics teachers from seven urban schools who formed five lesson study groups. Analysis of the data consisted of both a within and across case comparison. Analysis showed that particular factors in the lesson study cycle provided greater opportunity for teachers to increase their knowledge for teaching mathematics. These factors are referred to as “windows of opportunity.” Findings showed participants in three of the five lesson study groups showed an increase in their knowledge for teaching mathematics as a result of how teachers reacted to the “opportunities.”
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Meyer, R.D., Wilkerson, T.L. (2011). Lesson Study: The Impact on Teachers’ Knowledge for Teaching Mathematics. In: Hart, L., Alston, A., Murata, A. (eds) Lesson Study Research and Practice in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9941-9_2
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DOI: https://doi.org/10.1007/978-90-481-9941-9_2
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