Article Summary

A Singapore Case of Lesson Study    PDF

2011/2012, Vol. 21, No. 2, 34-57

In this article, we present a case study of six Singaporean elementary school teachers working in a Lesson Study team that prepared them for problem solving instruction. The Lesson Study process included preparing, observing, and critiquing mathematics lessons in the context of solving fractions tasks. By conducting Lesson Study, we anticipated that these teachers would develop greater insight into studentsí mathematics, which would influence their classroom practices. Through the process of planning, observing and critiquing and by purposefully listening to studentsí explanations, the teachers began to better understand their studentsí learning, which in turn could help them develop their studentsí mathematical knowledge.

About the Authors:
Lu Pien Cheng is an Assistant Professor with the Mathematics and Mathematics Education Academic Group at the National Institute of Education (NIE), Nanyang Technological University, Singapore. Her research interests are in teacher education.

Lee Peng Yee is an Associate Professor with the Mathematics and Mathematics Education Academic Group at NIE, Nanyang Technological University, Singapore. His research area is real analysis, and he teaches mathematics courses for mathematics education students.

Last modified: 30 July 2012.
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