U.S.-Japan Joint Seminar: Lesson Study in Mathematics Teacher Education, Workshop

该奖项支持美国科学家参加将于2002年7月12日至18日在犹他州帕克城举行的美日数学教师教育课程研究研讨会。联合组织者是日本国家科学院(NAS)数学科学教育委员会的盖尔·伯里尔博士和日本东京学艺大学的藤井俊明教授。研讨会的目标将是详细讨论如何将课堂学习的概念作为专业发展的媒介，确定与课堂学习相关的共同研究优先事项，并探讨联合研究合作的可能领域。会议将重点讨论课程设计和课堂实践，考虑每个国家的K-8教师，以及如何调整课程学习以供中学使用。研讨会的框架将由两国的教育工作者在一个代表不同群体并考虑平衡因素的指导委员会的指导下共同完成。研讨会将为来自美国的数学教育工作者提供一个机会，探讨课堂学习的基础，了解日本人是如何看待数学和数学教学的，他们如何协调教师之间的讨论，以及他们如何考虑课堂研究中隐含的东西，以帮助教师理解好教学需要什么。研究结果可以作为美国后续活动的重点，激励教师教育工作者对自己的实践进行不同的思考，并为研究课程研究在专业发展中的作用问题奠定基础。参与者的选择将考虑到族裔和地域的多样性以及妇女和青年研究人员。会议记录将在美国国家科学院的网站上公布。

0137345BurrillThis award supports the participation of American scientists in a U.S.-Japan seminar on lesson study in mathematics teacher education to be held in Park City Utah from July 12-18, 2002. The co-organizers are Dr. Gail Burrill of the Mathematical Sciences Education Board at the National Academy of Sciences (NAS) and Professor Toshiakira Fujii of Tokyo Gakugei University in Japan. The goal of the seminar will be to discuss in detail how the concept of lesson study can be framed as a medium for professional development, to identify common research priorities related to lesson study, and to explore possible areas of joint research cooperation. The meeting will focus on lesson design and classroom practice, considering K-8 teachers in each country, and how lesson study might be adapted for use at the secondary level. The framing of the seminar will be done jointly by educators from both countries under the direction of a Steering Committee representing the different constituencies and considering balance factors. The seminar will provide an opportunity for mathematics educators from the United States to probe into the underpinnings of lesson study, to learn how the Japanese think about mathematics and teaching mathematics, how they orchestrate discussion among teachers, and how they consider what is implicit in lesson study that helps teachers understand what it takes to teach well. The results can serve as the focus of follow-up activities in the U.S., stimulate teacher educators into thinking differently about their practice, and lay the groundwork for research concerning questions about the role of lesson study in professional development. Participants will be selected to include both ethnic and geographic diversity considerations as well as women and young researchers. The proceedings will be made available on the National Academy of Sciences web site.