Engaging in Learning Trajectory-Based Lesson Study and Formative Assessment to Promote Asset-Based Instruction

• In Event: Innovative Approaches to Lesson Study With Teachers Across Diverse Contexts

Abstract

The paper shares a case study that examines teachers' professional learning from a Learning Trajectory-based Lesson Study and highlights how inservice teachers unpacked key concepts that helped them assess students’ mathematical strengths and advance their understanding in math modeling lessons. We analyzed the affordance of Lesson Study as a vehicle to support teachers’ use of formative assessment to find strength in student thinking during the research lessons.

Author

• Jennifer M. Suh, George Mason University