You are not logged in.

Critical factors in the adaptation and implementation of Japanese Lesson Study in the Australian context

Groves, Susie, Doig, Brian, Vale, Colleen and Widjaja, Wanty 2016, Critical factors in the adaptation and implementation of Japanese Lesson Study in the Australian context, ZDM: The international journal on mathematics education, vol. 48, no. 4, pp. 501-512, doi: 10.1007/s11858-016-0786-8.

Attached Files
Name Description MIMEType Size Downloads

Title Critical factors in the adaptation and implementation of Japanese Lesson Study in the Australian context
Author(s) Groves, Susie
Doig, BrianORCID iD for Doig, Brian orcid.org/0000-0001-8971-6619
Vale, ColleenORCID iD for Vale, Colleen orcid.org/0000-0002-9070-7071
Widjaja, WantyORCID iD for Widjaja, Wanty orcid.org/0000-0002-7288-6088
Journal name ZDM: The international journal on mathematics education
Volume number 48
Issue number 4
Start page 501
End page 512
Total pages 12
Publisher Springer
Place of publication Berlin, Germany
Publication date 2016-07-05
ISSN 1863-9704
Keyword(s) Lesson Study
Problem solving
Mathematics teaching
Professional learning
Summary Worldwide interest in Japanese Lesson Study as a vehicle to improve mathematics teaching practice through professional learning has left largely unanswered questions about the extent to which it can be replicated elsewhere. This paper reports on a small-scale research project, Implementing structured problem solving mathematics through lesson study, carried out in three Australian schools during 2012, and continued in a modified form during 2013 and 2014. Two major aims of the project were to investigate critical factors in the adaptation and effective implementation of (1) structured problem-solving mathematics lessons, and (2) Japanese Lesson Study as a model for teacher professional learning in the Australian context. This paper discusses the specific affordances that contributed to both the implementation of structured problem solving and to teachers' professional learning as a result of their participation in this project, as well as the constraints encountered, and the implications of these for the sustainability of lesson study in the Australian context. Critical factors identified by the teachers as contributing to the success of the project included the opportunities for in-depth lesson planning, the presence of large numbers of observers at the research lessons and the post-lesson discussions, and the insight provided by the " knowledgeable other". Major constraints included the difficulty in finding suitable problem solving tasks to match the Australian curriculum, and the teaching culture that emphasises small-group rather than whole-class teaching
Language eng
DOI 10.1007/s11858-016-0786-8
Field of Research 1302 Curriculum And Pedagogy
130313 Teacher Education and Professional Development of Educators
130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30084770

Document type: Journal Article
Collection: School of Education
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 1 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 111 Abstract Views, 2 File Downloads  -  Detailed Statistics
Created: Thu, 07 Jul 2016, 10:42:34 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.