Math for Young Children: A Canadian Lesson Study Design That Supports Knowledge Construction and Mobilization Strategies With Lesson Study Teachers

• In Event: Poster Session 9
  In Poster Session: Understanding Lesson Study From Different Theoretical Perspectives (Part 2)

Abstract

Purpose:
The Math for Young Children (M4YC) research program (www.tmerc.ca) involved teacher-researcher teams engaging in lesson study, with a focus on knowledge construction and exploring underrepresented areas of mathematics. The research program brought teachers of young children together to study how children use spatial reasoning to build their understanding of mathematics.

Theoretical framing:
Over a decade ago, Takahashi and Yoshida (2004) identified three characteristics of lesson study that appeal to teachers internationally. First, lesson study is centered on and embedded in the classroom, as an authentic context for teacher learning. Second, student learning is central to the process. Third, lesson study enables teachers to be the main actors for change and refinement of instruction. Further, lesson study can provide teachers with deep understanding of their students’ assets, diversity, and challenges (Copley and Padrón, 1999). In the area of mathematics, the M4YC program focused lesson study on the development of and use of spatial reasoning in mathematics. The rationale for this particular focus was predicated on the importance of spatial reasoning as a gateway into mathematics learning. In fact, spatial reasoning has been directly linked to student achievement in mathematics (Mix & Cheng, 2012).
Methods:
Researchers engaged in lesson study with 11 teams of approximately 10 teachers of young children (ages 4–7). We followed a lesson study cycle of goal setting, planning, implementation and reflection, with some additional components: (i) conducting one-to-one student assessments pre and post the lesson study cycle (Mast & Ginsburg, 2010; Bruce & Hawes, 2014; Bruce, Flynn & Bennet, 2015), and (ii) developing and testing exploratory tasks in the classroom (Bruce & Ladky, 2011; Bruce, Flynn & Bennett, 2015).
Data sources:
For each lesson study team, teacher learning data sources included (i) focus group interviews conducted at the end of the lesson study cycle, (ii) minutes from each team meeting, (iii) the documentation of exploratory tasks and the research lesson, and (iv) individual teacher content inventories generated by the teachers at the first and last meetings of the lesson study team. Student learning data sources included (i) documented classroom work, (ii) team observations, as well as (iii) student pre and post assessment results (approximately 6 students per class) based on up to 4 measures selected by the lesson study team. All forms of data were analysed using a mixed methods approach in order to assess teacher and student learning.

Results:
Through the process, lesson study teachers demonstrated an increased understanding of spatial reasoning, as well as enhanced abilities to recognize and act on student mathematics thinking. Notably, teacher estimations of what young children can do were expanded and raised. Students also made significant gains on pre-post interviews, particularly in comparison to control group peers. Data summaries and analyses will be illustrated on the research poster.

Authors

• Catherine D. Bruce, Trent University

• Tara Cathaleen Flynn, Trent University