Examine with us how students “understand fractions as numbers” and “view fractions” as being built out of unit fractions” two emphases of CCSSM.
Rebecca R. Perry and Catherine C. Lewis
Catherine Lewis and Rebecca Perry
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.
Scott Corwin, Michelle Cascio, Katherine Emerson, Laura Henn and Catherine Lewis
Our middle school mathematics department used lesson study to investigate how to introduce fractions division to our sixth-grade students. We highlight our learnings during the Study and Plan phases, describe our observations during the lesson, and provide tips for educators interested in using lesson study to study their own content.