Japanese Lesson Study Summary

Tuesday, July 2, 2002

What we did:

We went over the four roles of teacher in a Japanese lesson (from Aspects of Mathematics Education...)

  • Hatsumon (asking key questions)
  • Kikan-shido (assessing student progress during seat work)
  • Neriage (polishing student ideas during discussion)
  • Matome (summarizing the learning)

We read through the Tools for Planning and Describing Study Lessons: http://www.tc.columbia.com

We discussed these tools.

We ended at 2:00 in order for people to attend the Lesson Study Dialogue at the Marriot this afternoon.

Highlights of Discussion

Lesson Study Process will help us maintain awareness and insight into our daily planning and teaching. For instance, paying attention to our use of the chalkboard (or overheads or posterboard) as a way to organize a record of the day's learning. We paid particular attention to the lesson plan template and the guiding questions. We will continue to thinking about how we would like to use these resources in our planning.


Article: "Aspects of Mathematics Teacher Education in Japan: focusing on teachers' roles" by Toshinori Shimizu (Journal of Mathematics Teacher Education 2: 107-116, 1999)
Website: www.tc.columbia.edu/lessonstudy/tools.html
Website: www.lessonresearch.net - Catherine Lewis' site.

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This material is based upon work supported by the National Science Foundation under DMS-0940733 and DMS-1441467. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.