Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning
Item
Title
Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning
Abstract/Description
An understanding of fractions eludes many U.S. students, and research-based knowledge about fractions, such as the utility of linear representation, has not broadly influenced instruction. 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. Educators (87% of whom were elementary teachers) self-managed learning over a 3-month period. HLM analyses indicated significantly greater improvement of educators' and students' fractions knowledge for teams randomly assigned to lesson study with resource kits. Results suggest that integrating researchbased 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.
Author/creator
Date
In publication
Volume
48
Issue
3
Pages
261-299
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
No
Peer reviewed
Yes
ISSN
0021-8251, 1945-2306
Citation
Lewis, C., & Perry, R. (2017). Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning. Journal for Research in Mathematics Education, 48(3), 261–299. https://doi.org/10.5951/jresematheduc.48.3.0261
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