Lesson study is a professional development process that teachers engage in to systematically examine their practice, with the goal of becoming more effective. Originating in Japan, lesson study has gained significant momentum in the mathematics education community in recent years. As a process for professional development, lesson study became highly visible when it was proposed as a means of supporting the common practice of promoting better teaching by disseminating documents like standards, benchmarks and nationally validated curricula. While the body of knowledge about lesson study is growing, it remains somewhat elusive and composed of discrete research endeavors. As a new research area there is no coherent knowledge base yet. This book will contribute to the field bringing the work of researchers and practitioners together to create a resource for extant work. This book describes several aspects of Lesson Study, amongst others: it gives an historical overview of the concept, it addresses issues related to learning and teaching mathematics, it looks at the role of the teacher in the process. The last two sections of the book look at how lesson Study can be used with preservice mathematics teachers and at university mathematics methods teaching.

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Introduction: Conceptual Overview of Lesson StudyAki Murata Section I: In-service mathematics teacher education 1.Lesson study: The impact on teachers¿ knowledge for teaching mathematicsRachelle D. Meyer & Trena L. Wilkerson 2.Developing the habits of mind for a successful lesson study community Lynn C. Hart & Jane Carriere 3.Influence of lesson study on teachers'' mathematics pedagogy Jo Clay Olson, Paul White & Len Sparrow 4.Examining change in teacher mathematical knowledge through lesson studyDiane H. Tepylo & Joan Moss Response to Section I: Jumping into Lesson StudyAkihiko Takahashi Section II: Pre-service mathematics teacher education 5.Investigating Approaches to Lesson Study in Prospective Mathematics Teacher Education Maria L. Fernandez. & Joseph Zilliox 6.Lesson study in pre-service elementary mathematics courses: Connecting emerging practice and understanding Aki Murata & Bindu E. Pothen 7.Lesson study as a framework for pre-service teachers¿ early field based experiences Paul W. Yu Response to Section II: Emerging issues from lesson study approaches in prospective mathematics teacher education Despina Potari Section III: K-12 and Beyond 8.Lesson study as a tool for developing teachers¿ close attention to students¿ mathematical thinking Alice S. Alston, Lou Pedrick, Kimberley P. Morris & Roya Basu 9.Lesson study as a learning environment for coaches of mathematics teachersAndrea Knapp, Megan Bomer & Cynthia Moore 10.Walking the talk: Lessons learned by university mathematics methods instructors implementing lesson study in their teaching Michael Kamen, Debra L. Junk, Stephen Marble, Sandi Cooper, Colleen Eddy, Trena L.Wilkerson & Cami Sawyer Response to Section III: Challenges and promises of uncharted water: Lesson study and institutes of higher education Tad Watanabe Section IV. The Importance of the task and the curriculum 11.The Critical Role of Mathematics Task Development in Lesson Study Brian Doig, Susie Groves & Toshiakira Fujii 12.The intersection of lesson study and design research: A 3D visualization project for the elementary mathematics curriculum Jacqueline Sack & Irma Vazquez 13.Lesson study: A case of the Investigations mathematics curriculum with practicing teachers at fifth grade Penina Kamina & Patricia Tinto Response to Section IV: Seeing the Whole Iceberg: The Critical Role of Tasks, Inquiry Stance, and Teacher Learning in Lesson Study Catherine Lewis Section V: Unpacking Lesson Study 14.What¿s going on backstage? Revealing the work of lesson study with mathematics teachers Catherine D. Bruce & Mary S. Ladky 15.Learning from Lesson Study: Power Distribution in a Community of PracticeDolores Corcoran 16.Preparing for lesson study: Tools for success in the professional learning of mathematics teachers Mary Pat Sjostrom & Melfried Olson Response to Section V: Ideas for Developing Mathematical Pedagogical Content Knowledge Through Lesson Study Makoto Yoshida & William C. Jackson Final Thoughts Lynn C. Hart & Alice S. Alston