Continuous Improvement Lesson Study: A Model of MTE Professional Development
Publication Date
2022
Description
A group of mathematics teacher educators (MTEs) began a lesson study to develop a research-based lesson to engage elementary preservice teachers with professional teacher noticing within the context of multidigit multiplication. Afterward, MTEs continued teaching and revising the lesson, developing an integrated process that combined lesson study with the continuous improvement model. This article introduces the continuous improvement lesson study process, shares an example of how the process was used, and discusses how the process serves as a collaborative professional development model for MTEs across institutions.
Journal
Mathematics Teacher Educator
Volume
10
Issue
2
First Page
111
Last Page
128
Department
Mathematics
Link to Published Version
https://pubs.nctm.org/view/journals/mte/10/2/article-p111_1.xml
DOI
https://doi.org/10.5951/MTE.2020.0077
Recommended Citation
Dick, Lara; Appelgate, Mollie M.; Gupta, Dittika D.; and Soto, Melissa M.. "Continuous Improvement Lesson Study: A Model of MTE Professional Development." (2022) : 111-128.