Mathematicians, Math Educators and K – 12 Teachers
Lesson Study is designed both to capitalize on TIMSS 1995, 1999, 2003, 2007 findings and to investigate teaching and learning issues that have been identified as locally significant. Prior to the 2008-2009 school term we met with teachers once a month. Beginning this school year 2008-2009, we are meeting with teachers in their respective schools during the school year in order to learn mathematics better and to learn better mathematics. We initiated this change to help teachers create a professional collaborative community within their work contexts.
Our Lesson Study focuses on:
- Mathematical Content The way that we have structured Lesson Study provides time for teachers to be mentored by mathematicians and mathematics educators.
- Pedagogical Content Knowledge – Teachers in Canada tend to be isolated from one another, and they have very little time, opportunity or even the expectation to collaborate on curriculum or examine student learning. Lesson Study assists teacher improve the ways in which they know and understand that content so they can teach it better, and improve their knowledge of how students learn particular concepts and topics in mathematics.
- Design and Teach Research Lessons – Lesson Study provides an opportunity for teachers to work together on creating curriculum-based research lessons. Teachers require time for professional dialogue and support to develop, practice and critique new teaching methods.
- Publish and Share – It is imperative that Alberta’s teachers have access to Albertan examples of promising practices for their own use in discussion groups and exhibitions of student work.
Teachers College: Columbia University (2002). Retrieved February 20, 2009 from http://www.teacherscollege.edu/lessonstudy/lessonstudy.html