Elementary Mathematics Lesson Study: Cognitive Demands and Learning Opportunities for Teachers and Students

• In Event: 75.042 - MTCC Roundtable Session 34
  In Roundtable Session: 75.042-11 - Helping Teachers Move Toward More Meaningful Mathematics Instruction

Abstract

In our attempt to increase learning opportunities with mathematics for students, implementing classroom practices to support students’ high cognitive engagement is essential. This study presents a case of a group of teachers who managed that process through lesson study. We illuminate their experiences and call attention to the relationship between the aspects of their planning and maintenance of cognitive demand level. Through qualitative analysis of the data, we argue the importance of thorough anticipation of the lesson process before teaching, with particular emphasis on identifying key student strategies and the conceptual connections between those strategies as a means to plan how to facilitate discussion of the strategies, to prevent the cognitive demands level reduced prematurely.

Authors

• Aki Murata, University of Florida

• Motoko Akiba, Florida State University

• Judith Fabrega, University of Florida

• Cassie Howard, Florida State University