Response to Part IV: Seeing the whole iceberg-the critical role of tasks, inquiry stance, and teacher learning in lesson study

Lesson Study Research and Practice in Mathematics Education: Learning Together

Volumn , Issue , 2011, Pages 235-240

  Lewis, Catherine ^a  

^a MILLS COLLEGE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84895387766     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-90-481-9941-9_18     Document Type: Chapter

References (5)

1. Fernandez, C., & Yoshida, M. (2004). Lesson study: A case of a Japanese approach to improving instruction through school-based teacher development. Mahwah: Lawrence Erlbaum.
2. Lewis, C., Perry, R. et al. (2009). Improving mathematics instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education 12(4), 285-304.
3. Lewis, C., Perry, R., Friedkin, S., & Baker, E. (2010, May). Learning fractions in a linear measurement context: Development and fieldtests of a lesson study intervention. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, CO.
4. Lewis, C., & Tsuchida, I. (1997). Planned educational change in Japan: The case of elementary science instruction. Journal of Educational Policy 12(5), 313-331.
5. Perry, R., & Lewis, C. (2008). What is successful adaptation of lesson study in the U. S.? Journal of Educational Change 10(4), 365-391.