Continuous Improvement Lesson Study: A Model of MTE Professional Development

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Lara K. Dick Bucknell University

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Mollie H. Appelgate Iowa State University

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Dittika Gupta Midwestern State University

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Melissa M. Soto San Diego State University

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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.

Supplementary Materials

    • Lesson Powerpoint_Continuous Improvement Lesson Study_Powerpoint_Supplemental_VApril2021 (1.16 MB)
    • Exploring Representations for Multiplication (292 KB)

Contributor Notes

Lara K. Dick, Bucknell University, Lewisburg, PA 17847; lara.dick@bucknell.edu

Mollie H. Appelgate, Iowa State University, Ames, Iowa 50011; mollie@iastate.edu

Dittika Gupta, Midwestern State University, Wichita Falls, TX 76308; dittika.gupta@msutexas.edu

Melissa M. Soto, San Diego State University, San Diego, CA 92182; melissa.soto@sdsu.edu

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