Work

Beyond Traditional Lesson Study: How Mathematics Studio Supports Generative Teacher Learning

Year: 2024

Type: article

Abstract: In this paper, we describe the interworking of a group of middle school mathematics teachers who engaged in Mathematics Studio, an adaptation of lesson study, across three years. We use this case to illuminate specific structures, protocols, and norms of interaction within Studio that create conditions for teacher learning and incremental changes in teachers’ instruction. Our analysis revealed several discourse practices, including the adoption of a research lens, a shared language of affordances and constraints, and an orientation toward student learning that supported a culture of inquiry as teachers investigated genuine questions they had about instruction. In this paper, we elaborate on these practices and share examples of pedagogically productive talk. We claim Mathematics Studio has the potential to circumvent previously identified challenges to support generative learning and the ongoing growth in teachers’ instructional practice.

Source: Education Sciences

DOI: 10.3390/educsci14121277

Authors: Kristin Lesseig, Jessica Hoppe

Institutions: Washington State University Vancouver, Spokane Falls Community College

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,046