Deepening teachers' understanding of content and students' thinking : the case of Japanese lesson study in Australian primary classrooms

Widjaja, Wanty and Vale, Colleen 2013, Deepening teachers' understanding of content and students' thinking : the case of Japanese lesson study in Australian primary classrooms, in Proceedings of the 6th East Asia Regional Conference on Mathematics Education : innovations and exemplary practices in mathematics education, Center for Research in Mathematics Education, Phuket, Thailand, pp. 266-275.

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Title Deepening teachers' understanding of content and students' thinking : the case of Japanese lesson study in Australian primary classrooms
Author(s) Widjaja, Wanty
Vale, Colleen
Conference name East Asia Regional Conference on Mathematics Education (6th : 2013 : Phuket, Thailand)
Conference location Phuket, Thailand
Conference dates 17-22 Mar. 2013
Title of proceedings Proceedings of the 6th East Asia Regional Conference on Mathematics Education : innovations and exemplary practices in mathematics education
Editor(s) [Unknown]
Publication date 2013
Conference series East Asia Regional Conference on Mathematics Education
Start page 266
End page 275
Total pages 10
Publisher Center for Research in Mathematics Education
Place of publication Phuket, Thailand
Keyword(s) Japanese lesson study
problem solving
algebraic thinking
planning
primary school
Summary Japanese Lesson Study has been adapted in many countries as a platform of professional development (Groves & Doig, 2010; Lewism Perry & Hurd, 2004). One of the critical elements of Japanese Lesson Study is detailed and careful planning of the research lesson with an explicit focus on the mathematics and students' mathematical thinking (Doig, Groves, & Fujii, 2011; Murata, 2011; Watanabe, Takahashi, & Yoshida, 2008). This presentation will share some findings from a small scale research project of the implementation of Japanese Lesson Study in three Victorian primary schools in 2012.It will focus on the way in which teachers used Japanese lesson Study to plan a structured problem solving rsearch lesson on algebraic thinking for students in Year 3 and Year 4. Insights into the two teachers' planning journey and their developing understanding of anticipated student responses and the mathematics of the problem to be used in the research lesson will be discussed. Implications regarding the implementation of Japanese Lesson Study - into Australian schools for teachers' professional learning will be drawn. 
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
Socio Economic Objective 930201 Pedagogy
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
ERA Research output type X Not reportable
HERDC collection year 2013
Copyright notice ©2013, Center for Research in Mathematics Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30051671

Document type: Conference Paper
Collection: School of Education
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Created: Mon, 25 Mar 2013, 14:30:47 EST by Wanty Widjaja

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