Developing Teachers' Understanding of Mathematics Teaching Practices Through Chinese Lesson Study in the United States

• In Event: 56.080 - Roundtable Session 23
  In Roundtable Session: 56.080-6 - Developing Teacher Leadership and Expertise Through Lesson Study and Action Research: A Cross-Cultural Dialogue

Abstract

The context of the classroom (Stigler & Hiebert, 1999) and developing lessons that support reform practices (Editorial Projects in Education Researcher Center, 2013) are key components of learning new reform that professional development programs in the U.S. often neglect. As a result, some previous efforts to implement new curricula in the U.S. have resulted in teachers only changing surface features of their teaching without addressing certain underlying assumptions about the teaching and learning of mathematics (Fullan, 2001). With traditional teaching methods still pervasive in the U.S. (Hiebert et al., 2005), it is imperative that teacher educators and professional development leaders in mathematics understand how professional development models may lead to authentic changes in classroom instruction. The general lesson-study model presents a promising approach to implementing reform-oriented instruction (Yoshida, 2013), as it is situated within the classroom (Takahashi et al., 2013), draws upon rich discussions about lesson development (Lewis, Perry, & Hurd, 2009), and creates opportunities for reflection upon practice (Ricks, 2011). Guided by situated (Lave & Wenger, 1991) and cognitive (Kurt, Kugler, Coleman, & Liebovitch, 2014) theoretical perspectives on teacher learning, the purpose of this exploratory study is to investigate the effectiveness of a Chinese form of lesson study, called Keli lesson study, in developing teachers’ conceptions and perceptions of the Mathematics Teaching Practices (MTPs) (NCTM, 2014).
To achieve this goal, one round of Keli lesson study was conducted with three eighth grade mathematics teachers after they read Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014). An embedded case-study design was adopted, in which each participant served as an embedded case within the lesson study group as a whole. The participants completed three cycles of Keli lesson study, in which each participant got a chance to take the lead role in teaching the lesson. Throughout the process, the researcher collected information from various sources including self-reflections, written comments, and group discussions to analyze specific changes that the participants made with respect to their conceptions and perceptions. In addition, pre- and post- lesson study interviews were used to examine how and why the participants changed their conceptions and perceptions, if at all.
Although reading Principles to Actions (NCTM, 2014) altered participants’ initial conceptions of the practices, Keli lesson study further developed their conceptions as they reflected upon how changes to the research lessons supported or did not support the MTPs. In terms of perceptions, participants altered their views toward the MTPs as they associated changes in student behaviour (related to the group’s long-term goal) with certain practices that were implemented. The dynamic between enactment and reflection offered by Keli lesson study was found to be a key component to teacher change. Moreover, analysis of the results reveals the effectiveness of the interconnected model of teacher change (Clarke & Hollingsworth, 2002) in describing teacher change within lesson study. Collectively, the results of this study signify the possible impact of Keli lesson study in supporting teachers in transitioning their conceptions and perceptions of reform-oriented practices in the U.S.

Author

• Kyle Prince