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

Catherine Lewis Mills College

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Rebecca Perry WestEd

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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.

Contributor Notes

Catherine Lewis, School of Education, Mills College, 5000 MacArthur Boulevard, Oakland, CA 94613; clewis@mills.edu

Rebecca Perry, WestEd, 730 Harrison Street, San Francisco, CA 94107; rperry@wested.org

(Corresponding author is Lewis clewis@mills.edu)
(Corresponding author is Perry rperry@wested.org)
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