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Expanding the Boundaries of Lesson Study: Innovation, Equity, and Community in STEM Education
Sat, April 11, 3:45 to 5:15pm PDT (3:45 to 5:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Ground Floor, Gold 2Session Type: Roundtable Session
Abstract
This symposium examines how Lesson Study can evolve through the integration of emerging technologies and community-centered approaches to enhance teaching and learning in STEM education. Presentations explore how preservice teachers use ChatGPT to support multilingual learners’ comprehension of mathematical story problems, highlighting the role of AI in fostering equitable access. Another study investigates AI-powered Lesson Study as a means to enhance instructional planning and reflection. The final presentation showcases a community-driven Lesson Study project that builds students’ data literacy through locally relevant STEM investigations. Together, these papers demonstrate how Lesson Study, when paired with technology and grounded in real-world contexts, can support innovative, inclusive, and impactful teaching practices that respond to the changing needs of educators and learners alike.
Sub Unit
Chair
Papers
Preservice Teachers’ Lesson Study Insights: Using ChatGPT to Help Multilingual Learners Comprehend Mathematical Story Problems - Sheida Moghtader Eslami, University of Florida; Kayla Sutcliffe, University of Florida; Melissa M. Soto, University of Florida; Kristen Apraiz, University of Florida; Aimaral Tabarak, University of Florida; Ri Ayat Ainul Bashirah, University of Florida; Hongze Zhu, University of Florida; Hong Zhang, University of Florida
AI is a New Partner: Enhancing Teaching through AI-Powered Lesson Study - chenlu liu, East China Normal University; Zheng Xin, East China Normal University
Fostering Data Literacy Through Community-Driven STEM Projects: A Lesson Study Investigation - Rongjin Huang, Middle Tennessee State University; Dovie Kimmins, Middle Tennessee State University; Jeremy Winters, Middle Tennessee State University; Fonya Scott, Middle Tennessee State University; Mark Ikhifa, Middle Tennessee State University