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3. Discussing Students' Thinking and Perspectives for Improving Teaching: An Analysis of Teachers' Reflection in Post-Lesson Discussions in Lesson Study Cycles

Author

Shimizu, Yoshinori and Kang, Hyomin

Abstract

Lesson study is a Japanese concept to improve teaching and learning mathematics through a particular form of activity in which a group of teachers works collaboratively to plan, implement, observe, and reflect on the proposed research lessons. Although lesson study is internationally acknowledged as providing key learning opportunities for teachers, there is limited information on post-lesson discussion and its contribution toward teachers' professional growth. This study has the aim of describing the key features of post-lesson discussions. An entire group of teachers at a public elementary school in Japan participated in three lesson study cycles. During the post-lesson discussion in each cycle, the teachers were invited to write down what they believed was significant in the planned lesson and their comments regarding the lessons, for the discussion. The writings and comments were collected and analyzed. This method helped capture teachers' 'voices' better compared to recordings of oral discussion. The results of the analyses of teachers' writings and comments revealed that a major part of post-lesson discussions involved issues related to pedagogies, and teachers' reflections tended to focus more on students' thinking and mathematical topics over time as the cycles of lesson study proceeded. The results suggested that teachers' professional growth can be related to their recognition of the importance of understanding students' thinking and their perspectives on mathematics, in order to improve teaching.

Published
2022
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4. Introduction

Author

Shimizu, Yoshinori, Vithal, Renuka, Leung, Frederick K. S., Series Editor, Dorier, Jean-Luc, Series Editor, Shimizu, Yoshinori, editor, and Vithal, Renuka, editor

Published
2023
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5. Introduction

Author

Vithal, Renuka, Shimizu, Yoshinori, Leung, Frederick K. S., Series Editor, Dorier, Jean-Luc, Series Editor, Shimizu, Yoshinori, editor, and Vithal, Renuka, editor

Published
2023
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20. Japanese Lexicon

Author

Shimizu, Yoshinori, primary, Funahashi, Yuka, additional, Hanazono, Hayato, additional, and Murata, Shogo, additional

Published
2021
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22. Working at the Intersection of Research and Practice: A Perspective on the Study and Improvement of Mathematics Lessons

Author

Mathematics Education Research Group of Australasia and Shimizu, Yoshinori

Abstract

Given the distinctive characteristics of Japanese mathematics lessons found by the international studies and the subsequent focus of the attention to Lesson Study in mathematics education community, the author discusses the relationships between the scientific studies and improvement of mathematics teaching and learning from an insider's perspective. Reflecting on how mathematics educators have been struggling with studying the complex phenomena called "lesson" in the Japanese context, it is argued that orchestrating the scientific goal of building theories and the goal of improving teaching and learning of mathematics is the key to a synergy between research and the more practical knowledge of the craft of teaching.

Published
2013

26. Mathematics Curriculum Reforms Around the World

Author

Shimizu, Yoshinori and Vithal, Renuka

Subjects
Mathematics Education, Curriculum reforms mathematics education, Teaching and learning of mathematics, Mathematical literacy, TIMSS, PISA, CCSSM, Mathematics education policy, Mathematics education implementation, Mathematics education teacher development, Mathematics education assesment, Mathematics education international comparative studies, History and mathematics education reforms, Globalisation and mathematics education, bic Book Industry Communication::J Society & social sciences::JN Education::JNU Teaching of a specific subject, bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKC Curriculum planning & development, bic Book Industry Communication::J Society & social sciences::JN Education, bic Book Industry Communication::P Mathematics & science::PB Mathematics
Abstract

This Open Access volume by the International Commission on Mathematical Instruction (ICMI) is an outcome of the ICMI Study 24 and gives a status-quo of school mathematics reform around the world and what we can learn from this movement. Each theme and section of the book offers descriptions and analyses of multiple case studies in different countries and contexts, along with opportunities to compare, contrast and learn from these diverse experiences. The volume provides a synthesis and meta-analysis of the different historical, geographical and global aspects of school mathematics reforms and explores in which way curricula are elaborated, proposed, changed, and reorganized. It offers a more informed and comprehensive analysis of the roles of different actors and of the many aspects influencing and shaping mathematics curriculum reforms that are taking or have taken place. It also explores the possibilities and means to tackle a curricular reform in the current scenario we live in and how to unfold future developments. This book will be of interest to practitioners and scholars with an interest in school mathematics curriculum reforms. It will also be a useful resource to those involved in school mathematics curriculum reform initiatives by providing current information about the curriculum changes that are taking place in respect of content, teacher education, educational materials, and a range of implementation challenges across diverse contexts.

Published
2023
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28. What Theories and Methodologies Are Appropriate for Studying Phenomena Related to Mathematics Curriculum Reforms?

Author

Shimizu, Yoshinori, Vithal, Renuka, Barquero, Berta, Jessen, Britta Eyrich, Ruiz-Hidalgo, Juan Fransisco, Golding, Jennie, Shimizu, Yoshinori, Vithal, Renuka, Barquero, Berta, Jessen, Britta Eyrich, Ruiz-Hidalgo, Juan Fransisco, and Golding, Jennie

Abstract

This chapter provides an overview of theoretical frameworks and methodologies used to analyse a range of mathematics curriculum reforms from across the globe. The means for analysis that has been developed includes linking broad theoretical frameworks and the levels within these to the lines of research and research questions; units of analysis and data considered; methodological choices; and results obtained in case studies of mathematics curriculum reform. It is proposed that the approach developed and findings presented could inform more systematic and scientific approaches to the design of reforms as well as their analysis.

Published
2023

35. Contrasting perspectives between the teacher and students: a reflection on the learner’s perspective study

Author

Shimizu, Yoshinori and Shimizu, Yoshinori

Abstract

The Learner’s Perspective Study (LPS) has provided a vehicle for the work of an international community of classroom researchers. The distinguishing characteristic of the research design for the LPS is the inclusion of complementary accounts of classroom events. Among the different levels of complementarity, the current paper focuses on the various accounts of classroom participants to discusses how we take the teacher and students perspectives together by contrasting and juxtaposing them to explore the co-constructed nature of mathematics classroom. By referring to previous studies in the LPS as well as to a “spin-off” study, the author argues that examining participant perspectives on the same classroom event provides better understanding of and insights into classroom practice with expanding the researcher’s perspective.

Published
2022

36. Assessing Students' Performance on an Extended Problem-Solving Task: A Story from a Japanese Classroom.

Author

Shimizu, Yoshinori and Lambdin, Diana V.

Abstract

Describes the use of an extended problem-solving assessment task with a Japanese secondary class. Argues that extended problem-solving tasks have the potential to illuminate a much wider range of student performance and to offer learning opportunities almost never realized with more traditional--albeit often quicker--forms of assessment. (ASK)

Published
1997

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