Investigating Teachers' Perspectives on the Impact of the Lesson Study Process on Their Mathematical Content Knowledge, Pedagogical Knowledge, and the Potential for Student Achievement

This mixed methods case study investigated mathematics teachers‘ perspectives of the effects of the Lesson Study Process on their content knowledge, pedagogical knowledge, and the potential for students‘ achievement. The population was 55 teachers from elementary, middle, and secondary schools in a metropolitan area. The three research questions guiding this study were: (1) What are the perspectives of teachers on the impact of the Lesson Study Process on their mathematical content knowledge? (2) What are the perspectives of teachers on the impact of the Lesson Study Process on their pedagogical knowledge? (3) What are the perspectives of teachers on the potential impact of the Lesson Study Process on their students‘ achievement? Literature pertaining to constructivism, teacher professional development, and Lesson Study was reviewed. Data from surveys, questionnaires, and focus group sessions were examined both quantitatively and qualitatively to determine common categories, themes, and connections to each of the research questions. The teachers believed that their mathematics content knowledge was positively affected in the areas of deeper understanding which led to an increase in self-confidence. The teachers also believed that their pedagogical knowledge was enhanced in the areas of planning and attention to student thinking. Finally, the teachers mentioned five areas for potential improvement in students‘ achievement. They included: students‘ increased conceptual understanding of the topics taught during the research lessons, planning lessons more thoroughly by making them relevant to the students‘ daily lives and planning it within the context of the state‘s curriculum, shifting the focus of an in-class observation from the teacher‘s performance to student thinking, and a similar shifting of the manner in which students are assessed—from right/wrong answers to seeking thought processes whereby the student may correct misunderstanding.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Curriculum and Instruction

Year

2009

Author dc:creator

• Wright, Thomas David, Jr.

Contributors dc:contributor

• Germain-McCarthy, Yvelyne
• Speaker Jr., Richard B.
• Austin, Patricia J.

• Lesson Study
• Teacher Professional Development
• Mathematics Pedagogy
• Mathematics Content Knowledge
• Student Achievement
• Professional Learning Communities

Repository record dc:identifier

https://scholarworks.uno.edu/td/906

OAI identifier oai:identifier

oai:scholarworks.uno.edu:td-1887