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October, 2016
It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled
the holy curiosity of inquiry. Albert Einstein
In order to positively impact student achievement, the Math
Standards must be not just adopted but implemented.
Adopting
a set of standards represents the beginning, not the
end, of the process. The intent of the Standards is to add a
deeper level of inquiry to math class: making the ability to
describe how you arrived at a solution as important as
memorizing the facts. Teachers must make children partners
in the acquisition of knowledge, helping them to see that
math isnt only or even mainly about right answers, its
about exploration and discovery, and the sort of critical
thinking and problem-solving required in the real world.
Adopting the standards implies there is a goal to have a set
of standards that will impact what happens in the classroom.
Unfortunately, there are too many examples of adoption of
the Mathematics Standards but what is actually being taught
and learned in classrooms. bears little resemblance to the
intent of the standards.
Over two decades ago, after they had studied Japans teaching
system and its method of embedded professional learning,
Stigler and Hiebert introduced Lesson Study to America. In
their study of math teaching in the United States, An
American Way of Teaching , they describe it as just learning
terms and practicing procedures. In contrast to this
prescriptive approach to mathematics, teachers in Japan would
ask students to come up with their own procedures for solving
problems. A typical class began with the teacher posing a
complex thought-provoking problem; Students engaged in
productive struggle with the problem; Students discovered
ways to solve the problem; Various students would present
their ideas and solutions to the class; The class would discuss
the solutions and the teacher would guide the discussions. The
teacher summarized the class solution; and students practiced
similar problems. They also noted a characteristic teaching
practice was to engage teachers in planning, teaching, and
The model starts with teachers identifying their learning target(s), the content and math practices; The second step is to consider
how their success will be recognized. Subsequent steps involved planning the lesson together, identifying best practices, teaching
the lesson with others observing, and then coming together to review the lesson and student learning.
As one teacher recently wrote: Im more aware of my practice now. Every time I plan a lesson, I think about the representations
and visuals I can use to address the diversity in my class. I reflect on my practice all the time. I think about the problems I give
to them, I anticipate their questions and answers. I think about how I give instructions, where I stand in the room, and what
gestures I use.
In their 1999 book, The Teaching Gap, Stigler and Hiebert stated The premise behind lesson study is simple: if you want to improve
teaching, the most effective place to do it is in the context of a classroom lesson. They also noted that, rather than reform, the
aim of lesson study is to produce small, incremental improvements over long periods of time and however long the process there
remains an unrelenting focus on student learning.
Implementing the standards is critical and has the potential to provide students access to a coherent curriculum and instruction,
pedagogical strategies, that support the mathematical progress of all students. When implemented with fidelity, we have seen that
lesson study can be a powerful data-driven, job-embedded model of professional development that supports the continuous
improvement of instruction and increases personal and shared accountability for raising student achievement.
Lewis, C. (2000, April 28). Lesson Study: The core of Japanese professional development. Invited Address to the Special Interest Group on Research
in Mathematics Education, American Educational Research Association Meetings, New Orleans. Retrieved 18 March 2011 from www.csudh.edu/math/
syoshinobu/107web/aera2000.pdf
Perry, R. R., Finkelstein, N. D., Seago, N., Heredia, A., Sobolew-Shubin, S., & Carroll, C. (2015). Taking Stock of Common Core Math Implementation:
Supporting Teachers to Shift Instruction: Insights from the Math in Common 2015 Baseline Survey of Teachers and Administrators. San Francisco,
CA: WestEd.
Erma