A US lesson study network to spread teaching through problem solving

Abstract

Purpose – The purpose of this paper is to describe the design and initial implementation of a lesson study network in the US intended to support implementation of the Common Core State Standards (CCSS). Design/methodology/approach – Participant observation and artifact collection document the development of the teaching through problem solving (TTP) network over a 14-month period. Findings – The TTP network draws heavily on Japanese practices (e.g. lesson study) and Japanese materials (e.g. coherent, focussed mathematics curriculum) to support changes envisioned in the US CCSS related to students’ mathematical practices and dispositions. The reasons for choice of these key Japanese features are explicated, and teachers’ initial reactions described. Research limitations/implications – The design shows promise for combining teacher “ownership” with implementation of high-quality approaches designed by others; and allowing instructional innovations developed in Japan to flow into US practice. TTP in mathematics has persistently resisted implementation in the US, so the network is designed to target a central problem in implementing the CCSS. Originality/value – A method for instructional innovations to spread from classrooms in one country to another is suggested.