This study of mathematics preservice teachers investigates their experiences with a program requirement to learn about and engage in multiple iterations of open approach lesson study. Inductive analysis revealed four experiential themes: Variable Contexts, Professional Community, Challenges, and Transformation. Preservice teachers attribute their transformation to reform-based mathematics instruction involving iterative experiences and processes of open approach lesson study. Other experiences and implications are examined.
Matney, Gabriel and Fox, Miranda, "Examining Programmatic Lesson Study in Preservice Teacher Education" (2022). School of Teaching and Learning Faculty Publications. 65.
Proceedings of the 49th Annual Meeting of the Research Council on Mathematics Learning
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