Mapping Teachers’ Understanding of the Mathematical Learning Progression Through Vertical Articulation During Lesson Study

• In Event: Roundtable Session 25
  In Roundtable Session: Lesson Study as Sustained Professional Development

Abstract

This study documents the development of elementary and middle grades teachers’ development of algebraic connections as they participated in a six-month professional learning project that included Lesson Study focused around mapping the learning progression of algebra. The video analysis from the research lessons and the teachers’ reflections revealed developed algebraic connections and representational fluency from their planning, teaching, observation and debriefs. More specifically, the vertical teams during Lesson Study afforded teachers to deepen their learning through analysis of students’ thinking during the research lesson which provided teachers with concrete examples of students’ learning progression.

Authors

• Jennifer M. Suh, George Mason University

• Padmanabhan Seshaiyer, George Mason University