Lesson Study: A Japanese Approach to Improving Mathematics Teaching and Learning

By Clea Fernandez; Makoto Yoshida | Go to book overview

6
Refining the Lesson Plan

Two lower grade meetings were held to discuss the lesson plan prepared by Ms. Nishi and Ms. Tsukuda. The first of these meetings took place on Monday November 1 from 3:00 to 5:00 p.m. and the second on Friday November 5 from 4:00 to 5:00 p.m. There was also an all staff meeting on November 4 during which Ms. Tsukuda took 30 minutes to walk all the teachers at the school through the proposed lesson plan. Although at this meeting there was no time for extended discussions about the lower grade lesson, everyone thought that what Ms. Tsukuda presented was a good start and they encouraged the lower group to continue developing their ideas.

Both the November 1 and November 5 meetings were held in Ms. Tsukuda's classroom and were attended in full by all the members of the lower grade group. Ms. Tsukuda led the meetings and Ms. Nishi was assigned to take notes. In preparation for the first of these meetings, all the group members carefully read the lesson plan, which they brought with them to both meetings and often referred to as they discussed various aspects of the lesson (see Fig. 6.1).

During the course of these meetings Ms. Tsukuda and Ms. Nishi provided details about the design of their lesson. They talked about the rationale behind certain decisions they had made and they also highlighted aspects of the lesson that had given them difficulty. Their initial work and their commentaries stimulated a rich discussion, which we summarize below according to the main threads of conversation that came up, rather than by taking the reader through the two meetings in chronological order.


WHAT PROBLEMS SHOULD STUDENTS WORK ON?

The teachers spent a good deal of time discussing the problems to be presented during the lesson. Ms. Tsukuda first provided the group with the rationale behind selecting 12–7 gingko leaves as the main problem for the lesson. She explained that she and Ms. Nishi wanted students to use a real-world situation to think about various ways for solving subtraction

-49-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
Lesson Study: A Japanese Approach to Improving Mathematics Teaching and Learning
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 250

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.