Research, Reflection, Practice: A Lesson Plan as Professional Development? You've Got to Be Kidding!

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Barbara O'Donnell Teach undergraduate and graduate courses that focus on mathematics methods and problem solving at Southern Illinois University, Edwardsville, IL 62026-1122.

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Ann Taylor Teach undergraduate and graduate courses that focus on mathematics methods and problem solving at Southern Illinois University, Edwardsville, IL 62026-1122.

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“I … thought I didn't need to plan anything or even think about it because I had the lesson/problem right there. I can see the difference when we did take the time to really think about each aspect of the lesson.”—Gwen, after using a four–column lesson plan in a lesson study

Footnotes

O'Donnell's research interests include problem solving and action research as a way to improve teaching. Taylor is interested in all aspects of teacher development, especially classroom dialogue.

Edited by Alfinio Flores, alfinio@asu.edu, who teaches mathematics methods courses to future and current teachers in the Department of Curriculum and Instruction, Arizona State University, Tempe, AZ 85287-0911. “Research, Reflection, Practice” articles describe research and demonstrate its importance to practicing classroom teachers. Readers are encouraged to send manuscripts appropriate for this department by accessing tcm.msubmit.net.

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