Lesson Study With Mathematics Teacher Educators Across Five Universities: Implementation and Learning

• In Event: Poster Session 9
  In Poster Session: Understanding Lesson Study From Different Theoretical Perspectives (Part 1)

Abstract

Even though college and university-based Mathematics Teacher Educators (MTEs) have been exposed to research on best teaching practices, they often work alone in planning instructional activities and assignments. If this is the case then how do MTEs improve teaching practices? How do they develop rich lessons, how do they know if their lessons are effective and meaningfully impacting students? Motivated by a desire to collaborate, teach, and reflect on our instruction, we, MTEs at five different institutions across the U.S., came together to investigate our teaching through lesson study. In this paper, we share our methods, results, and our experiences with completing a lesson study in a higher education setting.

Authors

• Dittika Gupta, Midwestern State University

• Lara Dick, Bucknell University

• Mollie H. Appelgate, Iowa State University

• Shawn Broderick, Weber State University

• Melissa Marie Soto, San Diego State University