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.
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