Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning

An understanding of fractions eludes many U.S. students. This randomized trial of lesson study supported by mathematical resources assigned 39 educator teams across the United States to locally managed lesson study supported by a fractions lesson study resource kit or to 1 of 2 control conditions. R...

Full description

Saved in:
Bibliographic Details
Published in:Journal for research in mathematics education 2017-05, Vol.48 (3), p.261-299
Main Authors: Lewis, Catherine, Perry, Rebecca
Format: Article
Language:English
Subjects:
Education
Educational research
Educators
Fractions
Leadership
Learning
Lesson Plans
Mathematical knowledge
Mathematics
Mathematics Education
Mathematics teachers
Pedagogy
Pretests
Randomized Controlled Trials
Students
Teacher Leadership
Teachers
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:An understanding of fractions eludes many U.S. students. This randomized trial of lesson study supported by mathematical resources assigned 39 educator teams across the United States to locally managed lesson study supported by a fractions lesson study resource kit or to 1 of 2 control conditions. Results suggest that integrating research-based resources into lesson study offers a new approach to the problem of “scale-up” by combining the strengths of teacher leadership and research-based knowledge.
ISSN:0021-8251
1945-2306
DOI:10.5951/jresematheduc.48.3.0261