Affiliation:
1. Bucknell University
2. Iowa State University
3. Midwestern State University
4. San Diego State University
Abstract
A group of mathematics teacher educators (MTEs) began a lesson study to develop a research-based lesson to engage elementary preservice teachers with professional teacher noticing within the context of multidigit multiplication. Afterward, MTEs continued teaching and revising the lesson, developing an integrated process that combined lesson study with the continuous improvement model. This article introduces the continuous improvement lesson study process, shares an example of how the process was used, and discusses how the process serves as a collaborative professional development model for MTEs across institutions.
Publisher
National Council of Teachers of Mathematics
Cited by
4 articles.
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