Lesson study as a framework for preservice teachers' early field-based experiences

Lesson Study Research and Practice in Mathematics Education: Learning Together

Volumn , Issue , 2011, Pages 117-126

  Yu, Paul W D ^a  

^a GRAND VALLEY STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84895200418     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-90-481-9941-9_9     Document Type: Chapter

References (5)

1. Carpenter, T. P., Fennema, E., Loef-Franke, M., & Empson, S. B. (1999). Children's mathematics: Cognitively guided instruction. Portsmouth: Heinemann.
2. Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012.
3. Stafford-Plummer, J. (2002). An analysis of the influence of lesson study on preservice secondary mathematics teachers' view of self-as-mathematics expert. Unpublished master's thesis, Brigham Young University, Orem, Utah, USA.
4. Takahashi, A., & Yoshida, M. (2004). Ideas for establishing lesson study communities. Teaching Children Mathematics, 10(9), 436-443.
5. Zeichner, K. M. (1981). Reflective teaching and field-based experience in teacher education. Interchange, 12(4), 1-22.