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

0137345 Burrill该奖项支持美国科学家参与一项美国- 2002年7月12日至18日在犹他州帕克城举行的日本数学教师教育课程研究研讨会。 共同组织者是美国国家科学院（NAS）数学科学教育委员会的Gail Burrill博士和日本东京学艺大学的Toshiakira Fujii教授。 研讨会的目标是详细讨论如何将课程研究的概念作为专业发展的媒介，确定与课程研究有关的共同研究重点，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，以及如何调整课程研究以供中学使用。 研讨会的框架将由两国的教育工作者在代表不同群体的指导委员会的指导下共同完成，并考虑到平衡因素。 研讨会将为来自美国的数学教育工作者提供一个机会，探讨课程研究的基础，了解日本人如何看待数学和数学教学，他们如何组织教师之间的讨论，以及他们如何考虑课程研究中隐含的内容，帮助教师理解如何教好数学。 结果可以作为美国后续活动的重点，激发教师教育者对他们的实践进行不同的思考，并为有关课程研究在专业发展中的作用问题的研究奠定基础。 参与者的选择将包括种族和地理多样性的考虑以及妇女和年轻的研究人员。会议记录将在国家科学院网站上公布。

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.