| TÃtulo : |
Theory and Practice of Lesson Study in Mathematics : An International Perspective |
| Tipo de documento: |
documento electrónico |
| Autores: |
Huang, Rongjin, ; Takahashi, Akihiko, ; da Ponte, João Pedro, |
| Mención de edición: |
1 ed. |
| Editorial: |
[s.l.] : Springer |
| Fecha de publicación: |
2019 |
| Número de páginas: |
XVIII, 865 p. 165 ilustraciones |
| ISBN/ISSN/DL: |
978-3-030-04031-4 |
| Nota general: |
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. |
| Idioma : |
Inglés (eng) |
| Palabras clave: |
Matemáticas Aprendizaje PsicologÃa de Educación Matemática Métodos de investigación en educación PsicologÃa Instruccional |
| Clasificación: |
510.71 |
| Resumen: |
Este libro reúne y se basa en los esfuerzos de investigación actuales sobre adaptación, conceptualización y teorización del estudio de lecciones (LS). Sintetiza e ilustra las principales perspectivas para teorizar LS y enriquece la conceptualización de LS al interpretar la actividad tal como se utiliza en Japón y China desde perspectivas históricas y culturales. Al presentar las prácticas y teorÃas de LS con profesores en ejercicio y futuros profesores en más de 10 paÃses, permite al lector adoptar una perspectiva comparativa. Finalmente, el libro presenta y analiza estudios sobre aspectos clave de LS, como la planificación de lecciones, la discusión posterior a la lección, las teorÃas rectoras, la conexión entre la investigación y la práctica y la ampliación. Lesson Study, que se originó en Asia como un modelo poderoso y eficaz de desarrollo profesional, se ha extendido a nivel mundial. Aunque los efectos positivos del estudio de lecciones en el aprendizaje de los docentes, el aprendizaje de los estudiantes y las reformas curriculares han sido ampliamente documentados, la conceptualización y la investigación sobre la LS apenas han comenzado a surgir. Este libro, que incluye 38 capÃtulos aportados por 90 académicos de 21 paÃses, presenta una colaboración verdaderamente internacional en la investigación y adaptación de LS, y avanza significativamente en el desarrollo del conocimiento sobre este proceso. El CapÃtulo 15: "Cómo la variación y la invarianza pueden influir en la implementación de las lecciones de matemáticas por parte de los profesores" de este libro está disponible en acceso abierto bajo una licencia CC BY 4.0 en link.springer.com TeorÃa y práctica del estudio de lecciones de matemáticas: una perspectiva internacional muestra que El poder del estudio de lecciones para transformar el papel de los docentes en la investigación en el aula no puede explicarse mediante un simple modelo de replicación. Aquà vemos que Lesson Study tiene éxito a nivel internacional cuando sus principios y prácticas clave se toman en serio y se adaptan para enfrentar los problemas y desafÃos locales. (Max Stephens, investigador principal de la Universidad de Melbourne) Funciona. La instrucción mejora, el aprendizaje mejora. ¿Escala amplia? ¿Duradero? ¿Impacto profundo? El estudio de la lección lo tiene. Cuando algo funciona tan bien como lo hace el estudio de lecciones, mientras que los sistemas alternativos para mejorar la instrucción fracasan, o sólo tienen éxito en pequeña escala o se evaporan tan rápido como parecen prometedores, es hora de comprender cómo y por qué funciona el estudio de lecciones. Este volumen reúne la investigación sobre el estudio de lecciones de todo el mundo. Esto es lo que ya sabemos y aquà está el camino a seguir para la investigación y la práctica informadas por la investigación. Es hora de despertar y prestar atención a lo que ha funcionado tan bien, a gran escala durante tanto tiempo. (Phil Dara, autor principal de los Estándares Estatales Básicos Comunes de Matemáticas en los EE. UU.) "El capÃtulo "Cómo la variación y la invarianza pueden informar la implementación de las lecciones de matemáticas por parte de los maestros" está disponible en acceso abierto bajo una licencia CC BY 4.0 en link.springer .com." |
| Nota de contenido: |
Part I Theoretical Perspectives of Lesson Study -- 1. Theory and Practice of Lesson study in mathematics around the world, Rongjin Huang, Akihiko Takahashi and João Pedro da Ponte -- 2. How Does Lesson Study Work? Toward a Theory of Lesson Study Process and Impact, Catherine Lewis, Shelley Friedkin, Katherine Emerson, Laura Henn, and Lynn Goldsmith -- 3. How Could Cultural-Historical Activity Theory Inspire Lesson Study? Ge Wei -- 4. Developing Teachers' Expertise in Mathematics Instruction as Deliberate Practice through Chinese Lesson Study, Xue Han and Rongjin Huang -- 5. Doing and Investigating Lesson Study with the Theory of Didactical Situations, Jacob Bahn & Carl Winsløw -- 6. Theorising Professional Learning through Lesson Study using the Interconnected Model of Professional Growth, Wanty Widjaja, Colleen Vale, Susie Groves and Brian Doig -- 7. Teaching for Robust Understanding with Lesson Study, Alan Schoenfeld, Angela Dosalmas, Heather Fink, Alyssa Sayavedra, Karen Tran, Anna Weltman, Anna Zarkh, and Sandra Zuniga-Ruiz -- Part II Historical and Cultural Perspectives in Japan and China -- Preface to Part II, Lynn Paine -- 8. The Origin and Development of Lesson Study in Japan, Naomichi Makinae -- 9 Lesson Study and Textbook Revisions: What Can We Learn from the Japanese Case? Tad Watanabe -- 10 An Analysis of Chinese Lesson Study from Historical and Cultural Perspectives, Xuhui Li -- 11 Lesson Study and Its Role in the Implementation of Curriculum Reform in China, Xingfeng Huang, Rongjin Huang, Yan Huang, Chenqi Wu, Hui Jiang, and Cecilia Anne Wanner -- Part III Adaption Lesson Study in Selected Education Systems -- Preface to Part III, Wasyl Cajkler -- 12 Using School-Wide Collaborative Lesson Research to Implement Standards and Improve Student Learning: Models and Preliminary Results, Akihiko Takahashi and Thomas McDougal -- 13 Implementing a New Mathematics Curriculum in England: District Research Lesson Study as a Driver for Student Learning, Teacher Learning and Professional Dialogue, Peter Dudley, Paul Warwick, Maria Vrikki, Jan D. Vermunt, Neil Mercer, Nicolette van Halem, and Anne Mette Færøyvik Karlsen -- 14. A Case of Lesson Study in South Africa, Jill Adler and Jehad Alshwaikh -- 15. How Variance and Invariance Can Inform Teachers' Enactment of Mathematics Lessons, Paulino Preciado-Babb, Martina Metz and Brent Davis -- 16. Capturing Changes and Differences in Teacher Reflection through Lesson Study: A Comparison of Two Culturally Diverse Malaysian Primary Schools, Liew Kee Kor, Saw Fen Tan and Chap Sam Lim -- 17. Representing Instructional Improvements in Lesson Study through Principled Analysis of Research Lessons – A Case of Equivalent Fractions, Yanping Fang, Xiong Wang and Christine Lee Kim-Eng -- 18. What Knowledge Do Teachers Use in Lesson Study? A Focus on Mathematical Knowledge for Teaching and Levels of Teacher Activity, Stéphane Clivaz and Aoibhinn Ni Shuilleabhain -- 19. Identifying What is Critical for Learning 'Rate of Change' : Experiences from a Learning Study in Sweden, Robert Gunnarsson, Ulla Runesson, and Per Håkansson -- Part IV Mathematics Teacher Preparation and Lesson Study -- Preface to Part IV, Raymond Bjuland -- 20. Developing Learning Communities through Lesson Study, Guðný Helga Gunnarsdóttir and Guðbjörg Pálsdóttir -- 21. Lesson Study for Preservice Teachers, Jennifer M. Lewis -- 22. How Lesson Study Helps Student Teachers Learn How to Teach Mathematics through Problem-Solving: Case Study of a Student Teacher in Japan, Koichi Nakamura -- 23. Lesson Study in a Mathematics Methods Course: Overcoming Cultural Barriers, Blake E. Peterson, Dawn Teuscher and Thomas E. Ricks -- 24. Improving Prospective Teachers' Lesson Planning Knowledge and Skills Through Lesson Study, Suanrong Chen and Bo Zhang -- 25. Lesson Study in Mathematics Initial Teacher Education in England, Fay Baldry and Colin Foster -- Part V Studies on key aspects of Lesson study -- Preface to Part V, Keith Wood -- 26. Implementing Mathematics Teaching That Promotes Students' Understanding Through Theory-driven Lesson Study, Rongjin Huang, Zikun Gong and Xue Han -- 27. Learning and Leading Lesson Study, Jennifer M. Lewis -- 28 Characterizing Mathematics Teaching Research Specialists' Mentoring in the Context of Chinese Lesson Study, Feishi Gu and Lingyuan Gu -- 29 Designing and Adapting Tasks in Lesson Planning: A Critical Process of Lesson Study, Toshiakira Fujii -- 30 A Critical Mechanism for Improving Teaching and Promoting Teacher Learning during Chinese Lesson Study: An Analysis of the Dynamics between Enactment and Reflection, Rongjin Huang, Dovie Kimmins and Jeremy Winters -- 31 Race to the Top and Lesson Study Implementation in Florida: District Policy and Leadership for Teacher Professional Development, Motoko Akiba, Aki Murata, Cassie Howard, Bryan Wilkinson, and Judith Fabrega -- 32 The Use of Lesson Study to Unpack Learning Trajectories and Deepen Teachers' Horizon Knowledge, Jennifer Suh, Sara Birkhead,Terrie Galanti, Rachelle Farmer and Padmanabhan Seshaiyer -- Part VI Commentary -- 33 A Western Perspective, John Elliott -- 34 An Eastern Perspective, Mun Ling Lo. |
| Tipo de medio : |
Computadora |
| Summary : |
This book brings together and builds on the current research efforts on adaptation, conceptualization, and theorization of Lesson Study (LS). It synthesizes and illustrates major perspectives for theorizing LS and enriches the conceptualization of LS by interpreting the activity as it is used in Japan and China from historical and cultural perspectives. Presenting the practices and theories of LS with practicing teachers and prospective teachers in more than 10 countries, it enables the reader to take a comparative perspective. Finally, the book presents and discusses studies on key aspects of LS such as lesson planning, post-lesson discussion, guiding theories, connection between research and practice, and upscaling. Lesson Study, which has originated in Asia as a powerful effective professional development model, has spread globally. Although the positive effects of lesson study on teacher learning, student learning, and curriculum reforms have been widely documented, conceptualization of and research on LS have just begun to emerge. This book, including 38 chapters contributed by 90 scholars from 21 countries, presents a truly international collaboration on research on and adaptation of LS, and significantly advances the development of knowledge about this process. Chapter 15: "How Variance and Invariance Can Inform Teachers' Enactment of Mathematics Lessons" of this book is available open access under a CC BY 4.0 license at link.springer.com Theory and Practice of Lesson Study in Mathematics: An International Perspective shows that the power of Lesson Study to transform the role of teachers in classroom research cannot be explained by a simple replication model. Here we see Lesson Study being successful internationally when its key principles and practices are taken seriously and are adapted to meet local issues and challenges. (Max Stephens, Senior research fellow at The University of Melbourne) It works. Instruction improves, learning improves. Wide scale? Enduring? Deep impact? Lesson study has it. When something works as well as lesson study does, while alternative systems for improving instruction fail, or only succeed on small scale or evaporate as quickly as they show promise, it is time to understand how and why lesson study works. This volume brings the research on lesson study together from around the world. Here is what we already know and here is the way forward for research and practice informed by research. It is time to wake up and pay attention to what has worked so well, on wide scale for so long. (Phil Dara, A leading author of the Common Core State Standards of Mathematics in the U.S.) "The chapter "How Variance and Invariance Can Inform Teachers' Enactment of Mathematics Lessons" is available open access under a CC BY 4.0 license at link.springer.com.". |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
Theory and Practice of Lesson Study in Mathematics : An International Perspective [documento electrónico] / Huang, Rongjin, ; Takahashi, Akihiko, ; da Ponte, João Pedro, . - 1 ed. . - [s.l.] : Springer, 2019 . - XVIII, 865 p. 165 ilustraciones. ISBN : 978-3-030-04031-4 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés ( eng)
| Palabras clave: |
Matemáticas Aprendizaje PsicologÃa de Educación Matemática Métodos de investigación en educación PsicologÃa Instruccional |
| Clasificación: |
510.71 |
| Resumen: |
Este libro reúne y se basa en los esfuerzos de investigación actuales sobre adaptación, conceptualización y teorización del estudio de lecciones (LS). Sintetiza e ilustra las principales perspectivas para teorizar LS y enriquece la conceptualización de LS al interpretar la actividad tal como se utiliza en Japón y China desde perspectivas históricas y culturales. Al presentar las prácticas y teorÃas de LS con profesores en ejercicio y futuros profesores en más de 10 paÃses, permite al lector adoptar una perspectiva comparativa. Finalmente, el libro presenta y analiza estudios sobre aspectos clave de LS, como la planificación de lecciones, la discusión posterior a la lección, las teorÃas rectoras, la conexión entre la investigación y la práctica y la ampliación. Lesson Study, que se originó en Asia como un modelo poderoso y eficaz de desarrollo profesional, se ha extendido a nivel mundial. Aunque los efectos positivos del estudio de lecciones en el aprendizaje de los docentes, el aprendizaje de los estudiantes y las reformas curriculares han sido ampliamente documentados, la conceptualización y la investigación sobre la LS apenas han comenzado a surgir. Este libro, que incluye 38 capÃtulos aportados por 90 académicos de 21 paÃses, presenta una colaboración verdaderamente internacional en la investigación y adaptación de LS, y avanza significativamente en el desarrollo del conocimiento sobre este proceso. El CapÃtulo 15: "Cómo la variación y la invarianza pueden influir en la implementación de las lecciones de matemáticas por parte de los profesores" de este libro está disponible en acceso abierto bajo una licencia CC BY 4.0 en link.springer.com TeorÃa y práctica del estudio de lecciones de matemáticas: una perspectiva internacional muestra que El poder del estudio de lecciones para transformar el papel de los docentes en la investigación en el aula no puede explicarse mediante un simple modelo de replicación. Aquà vemos que Lesson Study tiene éxito a nivel internacional cuando sus principios y prácticas clave se toman en serio y se adaptan para enfrentar los problemas y desafÃos locales. (Max Stephens, investigador principal de la Universidad de Melbourne) Funciona. La instrucción mejora, el aprendizaje mejora. ¿Escala amplia? ¿Duradero? ¿Impacto profundo? El estudio de la lección lo tiene. Cuando algo funciona tan bien como lo hace el estudio de lecciones, mientras que los sistemas alternativos para mejorar la instrucción fracasan, o sólo tienen éxito en pequeña escala o se evaporan tan rápido como parecen prometedores, es hora de comprender cómo y por qué funciona el estudio de lecciones. Este volumen reúne la investigación sobre el estudio de lecciones de todo el mundo. Esto es lo que ya sabemos y aquà está el camino a seguir para la investigación y la práctica informadas por la investigación. Es hora de despertar y prestar atención a lo que ha funcionado tan bien, a gran escala durante tanto tiempo. (Phil Dara, autor principal de los Estándares Estatales Básicos Comunes de Matemáticas en los EE. UU.) "El capÃtulo "Cómo la variación y la invarianza pueden informar la implementación de las lecciones de matemáticas por parte de los maestros" está disponible en acceso abierto bajo una licencia CC BY 4.0 en link.springer .com." |
| Nota de contenido: |
Part I Theoretical Perspectives of Lesson Study -- 1. Theory and Practice of Lesson study in mathematics around the world, Rongjin Huang, Akihiko Takahashi and João Pedro da Ponte -- 2. How Does Lesson Study Work? Toward a Theory of Lesson Study Process and Impact, Catherine Lewis, Shelley Friedkin, Katherine Emerson, Laura Henn, and Lynn Goldsmith -- 3. How Could Cultural-Historical Activity Theory Inspire Lesson Study? Ge Wei -- 4. Developing Teachers' Expertise in Mathematics Instruction as Deliberate Practice through Chinese Lesson Study, Xue Han and Rongjin Huang -- 5. Doing and Investigating Lesson Study with the Theory of Didactical Situations, Jacob Bahn & Carl Winsløw -- 6. Theorising Professional Learning through Lesson Study using the Interconnected Model of Professional Growth, Wanty Widjaja, Colleen Vale, Susie Groves and Brian Doig -- 7. Teaching for Robust Understanding with Lesson Study, Alan Schoenfeld, Angela Dosalmas, Heather Fink, Alyssa Sayavedra, Karen Tran, Anna Weltman, Anna Zarkh, and Sandra Zuniga-Ruiz -- Part II Historical and Cultural Perspectives in Japan and China -- Preface to Part II, Lynn Paine -- 8. The Origin and Development of Lesson Study in Japan, Naomichi Makinae -- 9 Lesson Study and Textbook Revisions: What Can We Learn from the Japanese Case? Tad Watanabe -- 10 An Analysis of Chinese Lesson Study from Historical and Cultural Perspectives, Xuhui Li -- 11 Lesson Study and Its Role in the Implementation of Curriculum Reform in China, Xingfeng Huang, Rongjin Huang, Yan Huang, Chenqi Wu, Hui Jiang, and Cecilia Anne Wanner -- Part III Adaption Lesson Study in Selected Education Systems -- Preface to Part III, Wasyl Cajkler -- 12 Using School-Wide Collaborative Lesson Research to Implement Standards and Improve Student Learning: Models and Preliminary Results, Akihiko Takahashi and Thomas McDougal -- 13 Implementing a New Mathematics Curriculum in England: District Research Lesson Study as a Driver for Student Learning, Teacher Learning and Professional Dialogue, Peter Dudley, Paul Warwick, Maria Vrikki, Jan D. Vermunt, Neil Mercer, Nicolette van Halem, and Anne Mette Færøyvik Karlsen -- 14. A Case of Lesson Study in South Africa, Jill Adler and Jehad Alshwaikh -- 15. How Variance and Invariance Can Inform Teachers' Enactment of Mathematics Lessons, Paulino Preciado-Babb, Martina Metz and Brent Davis -- 16. Capturing Changes and Differences in Teacher Reflection through Lesson Study: A Comparison of Two Culturally Diverse Malaysian Primary Schools, Liew Kee Kor, Saw Fen Tan and Chap Sam Lim -- 17. Representing Instructional Improvements in Lesson Study through Principled Analysis of Research Lessons – A Case of Equivalent Fractions, Yanping Fang, Xiong Wang and Christine Lee Kim-Eng -- 18. What Knowledge Do Teachers Use in Lesson Study? A Focus on Mathematical Knowledge for Teaching and Levels of Teacher Activity, Stéphane Clivaz and Aoibhinn Ni Shuilleabhain -- 19. Identifying What is Critical for Learning 'Rate of Change' : Experiences from a Learning Study in Sweden, Robert Gunnarsson, Ulla Runesson, and Per Håkansson -- Part IV Mathematics Teacher Preparation and Lesson Study -- Preface to Part IV, Raymond Bjuland -- 20. Developing Learning Communities through Lesson Study, Guðný Helga Gunnarsdóttir and Guðbjörg Pálsdóttir -- 21. Lesson Study for Preservice Teachers, Jennifer M. Lewis -- 22. How Lesson Study Helps Student Teachers Learn How to Teach Mathematics through Problem-Solving: Case Study of a Student Teacher in Japan, Koichi Nakamura -- 23. Lesson Study in a Mathematics Methods Course: Overcoming Cultural Barriers, Blake E. Peterson, Dawn Teuscher and Thomas E. Ricks -- 24. Improving Prospective Teachers' Lesson Planning Knowledge and Skills Through Lesson Study, Suanrong Chen and Bo Zhang -- 25. Lesson Study in Mathematics Initial Teacher Education in England, Fay Baldry and Colin Foster -- Part V Studies on key aspects of Lesson study -- Preface to Part V, Keith Wood -- 26. Implementing Mathematics Teaching That Promotes Students' Understanding Through Theory-driven Lesson Study, Rongjin Huang, Zikun Gong and Xue Han -- 27. Learning and Leading Lesson Study, Jennifer M. Lewis -- 28 Characterizing Mathematics Teaching Research Specialists' Mentoring in the Context of Chinese Lesson Study, Feishi Gu and Lingyuan Gu -- 29 Designing and Adapting Tasks in Lesson Planning: A Critical Process of Lesson Study, Toshiakira Fujii -- 30 A Critical Mechanism for Improving Teaching and Promoting Teacher Learning during Chinese Lesson Study: An Analysis of the Dynamics between Enactment and Reflection, Rongjin Huang, Dovie Kimmins and Jeremy Winters -- 31 Race to the Top and Lesson Study Implementation in Florida: District Policy and Leadership for Teacher Professional Development, Motoko Akiba, Aki Murata, Cassie Howard, Bryan Wilkinson, and Judith Fabrega -- 32 The Use of Lesson Study to Unpack Learning Trajectories and Deepen Teachers' Horizon Knowledge, Jennifer Suh, Sara Birkhead,Terrie Galanti, Rachelle Farmer and Padmanabhan Seshaiyer -- Part VI Commentary -- 33 A Western Perspective, John Elliott -- 34 An Eastern Perspective, Mun Ling Lo. |
| Tipo de medio : |
Computadora |
| Summary : |
This book brings together and builds on the current research efforts on adaptation, conceptualization, and theorization of Lesson Study (LS). It synthesizes and illustrates major perspectives for theorizing LS and enriches the conceptualization of LS by interpreting the activity as it is used in Japan and China from historical and cultural perspectives. Presenting the practices and theories of LS with practicing teachers and prospective teachers in more than 10 countries, it enables the reader to take a comparative perspective. Finally, the book presents and discusses studies on key aspects of LS such as lesson planning, post-lesson discussion, guiding theories, connection between research and practice, and upscaling. Lesson Study, which has originated in Asia as a powerful effective professional development model, has spread globally. Although the positive effects of lesson study on teacher learning, student learning, and curriculum reforms have been widely documented, conceptualization of and research on LS have just begun to emerge. This book, including 38 chapters contributed by 90 scholars from 21 countries, presents a truly international collaboration on research on and adaptation of LS, and significantly advances the development of knowledge about this process. Chapter 15: "How Variance and Invariance Can Inform Teachers' Enactment of Mathematics Lessons" of this book is available open access under a CC BY 4.0 license at link.springer.com Theory and Practice of Lesson Study in Mathematics: An International Perspective shows that the power of Lesson Study to transform the role of teachers in classroom research cannot be explained by a simple replication model. Here we see Lesson Study being successful internationally when its key principles and practices are taken seriously and are adapted to meet local issues and challenges. (Max Stephens, Senior research fellow at The University of Melbourne) It works. Instruction improves, learning improves. Wide scale? Enduring? Deep impact? Lesson study has it. When something works as well as lesson study does, while alternative systems for improving instruction fail, or only succeed on small scale or evaporate as quickly as they show promise, it is time to understand how and why lesson study works. This volume brings the research on lesson study together from around the world. Here is what we already know and here is the way forward for research and practice informed by research. It is time to wake up and pay attention to what has worked so well, on wide scale for so long. (Phil Dara, A leading author of the Common Core State Standards of Mathematics in the U.S.) "The chapter "How Variance and Invariance Can Inform Teachers' Enactment of Mathematics Lessons" is available open access under a CC BY 4.0 license at link.springer.com.". |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
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Crear una solicitud de compra Refinar búsquedaMathematics Lesson Study Around the World / Quaresma, Marisa ; Winsløw, Carl ; Clivaz, Stéphane ; da Ponte, João Pedro ; Nà Shúilleabháin, Aoibhinn ; Takahashi, Akihiko
