Using Lesson Study to Build Mathematical Problem Solving in Three National Contexts

Session Type: WERA Symposium

Abstract

Although emphasized by many national and international assessments for decades, mathematical problem-solving remains persistently elusive for many students world-wide. This symposium investigates the development and spread of Mondai Kaiketsu Gakushu (Teaching Through Problem-Solving) within Japan and to Great Britain and the U.S. In all three cases, educators used lesson study, a form of professional learning centered on planning, observing and refining classroom instruction. Together, the papers identify changes in classroom practice that enable students to engage in mathematical problem-solving, specific features of lesson study that support changes in teachers’ practice, and impacts of Teaching Through Problem-Solving on students and teachers outside Japan. The papers suggest strategies for scaling and sustaining teachers’ learning and teaching of problem-solving.

Sub Unit

• World Education Research Association

Chair

• Yuefeng Ellen Zhang, The Hong Kong Institute of Education

Papers

• Teaching Through Problem Solving (Mondai Kaiketsu Gakushu) in Japan - Akihiko Takahashi, De Paul University, College of Education

• Using Lesson Study to Build Japanese-Style Teaching Through Problem Solving in U.S. Schools: Student Mathematical Impact - Kevin Lai; Catherine C. Lewis, Mills College

• Designing Lessons for Mathematical Problem Solving: Researcher and Teacher Collaborative Inquiry - Geoff David Wake, The University of Nottingham; Malcom B. Swan, University of Nottingham

Discussant

• Tad Watanabe, Kennesaw State University