Deepening Novice Teachers’ Mathematics Knowledge for Teaching Through Lesson Study in a Collaborative Action Research Context

• In Event: Studying Teacher Knowledge: Innovations in Methodology

Abstract

This purpose of this study is to examine how lesson study can be used as a rich, authentic learning environment to foster collaboration among beginning teachers in achieving a predetermined, overarching goal of deepening mathematics knowledge for teaching (MKT). Participants were five mathematics teachers with experience ranging from 1 to 3 years. All five teachers were serving at Title I schools with high concentrations of poverty. The data sources for this qualitative study include videotaped lessons, records of post-lesson meetings, interviews, reflective reports, and questionnaires. The results of this study support the use of lesson study in MKT-focused mathematics teacher professional development. Implications of this study for the design of crucial aspects of lesson studies are provided.

Authors

• Rui Kang, Georgia College & State University

• Tiffany Gibbs, Georgia College & State University

• Pamela Johnson, Georgia College & State University

• Tanyce Lucas, Georgia College & State University

• Julie Soles, Georgia College & State University

• Dustin Afman, Georgia College & State University