There is deep concern the United States is not preparing enough students, teachers, and professional mathematicians and scientists to sustain the economic and scientific development that has made this country great. The problem is that elementary teachers are typically poorly prepared in mathematics, which is ultimately placing students at a disadvantage as they advance through the higher grades and college without a strong mathematics foundation. Educational studies have pointed to the importance of providing elementary teachers with on-going improvement of pedagogical practice in mathematics, but elementary teachers remain underprepared to teach it. The purpose of this mixed-methods research is to study the effectiveness of Lesson Study as a means of professional development for elementary teachers’ implementation of the Common Core Standards for Mathematical Practices (CCSS).
The study focuses on teachers’ perceptions of Lesson Study and their ability to develop lessons incorporating the CCSS Standards for Mathematical Practices and their ability to engage students in developing mathematical thinking. Literature pertaining to Lesson Study reveals the importance of sustained professional development for teachers. In collaboration with the SSD Superintendent and the School Board of SSD, all seven of the district’s elementary schools participated in the study focusing on elementary school teachers in grades 2-5 (n=64). Researchers from the Urban Education Institute at the University of Chicago randomly assigned these teachers into equal groups of either the treatment group (n=32) or the control group (n=32). The elementary teachers who participated in this study were part of the Lesson Study professional development treatment group (n=32) in grades 2-5. The findings suggest Lesson Study can be an effective means of professional development for implementing the Common Core State Standards and the Common Core Standards for Mathematical Practices. Through Lesson Study teachers can begin to move away from a teacher-centered classroom to one that focuses on a student-centered approach to teaching and learning. Educational policymakers will learn from this study how teachers can benefit from Lesson Study as a type of professional development and how it can support teachers as they integrate new ideas into classroom practice.
|Commitee:||An, Shuhua, Myers-Miller, Damita|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 76/11(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Education, Elementary education|
|Keywords:||Common core state standards, Educational leadership, Elementary teachers, Lesson study, Mathematic education, Standards for mathematical practices|
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