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ABSTRACT

This mixed methods case study investigated mathematics teachers perspectives of


the effects of the Lesson Study Process on their content knowledge, pedagogical knowledge, and
the potential for students achievement. The population was 55 teachers from elementary,
middle, and secondary schools in a metropolitan area. The three research questions guiding this
study were: (1) What are the perspectives of teachers on the impact of the Lesson Study Process
on their mathematical content knowledge? (2) What are the perspectives of teachers on the
impact of the Lesson Study Process on their pedagogical knowledge? (3) What are the
perspectives of teachers on the potential impact of the Lesson Study Process on their students
achievement?
Literature pertaining to constructivism, teacher professional development, and
Lesson Study was reviewed. Data from surveys, questionnaires, and focus group sessions were
examined both quantitatively and qualitatively to determine common categories, themes, and
connections to each of the research questions.
The teachers believed that their mathematics content knowledge was positively
affected in the areas of deeper understanding which led to an increase in self-confidence. The
teachers also believed that their pedagogical knowledge was enhanced in the areas of planning
and attention to student thinking. Finally, the teachers mentioned five areas for potential
improvement in students achievement. They included: students increased conceptual
understanding of the topics taught during the research lessons, planning lessons more thoroughly
by making them relevant to the students daily lives and planning it within the context of the
states curriculum, shifting the focus of an in-class observation from the teachers performance to
student thinking, and a similar shifting of the manner in which students are assessedfrom

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right/wrong answers to seeking thought processes whereby the student may correct
misunderstanding.

KEYWORDS: Lesson Study, Teacher Professional Development, Mathematics Pedagogy,


Mathematics Content Knowledge, Student Achievement, Professional Learning Communities

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