Abstract
When an educational practice is implemented in a location away from its origin, there are usually modifications required. The previous chapters in this part are examples of how Japanese lesson study was modified at three sites in the United States. In particular, they illustrate the use of lesson study as a research tool and lesson study in Higher Education.
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References
Murata, A., and Takahashi, A. (2002). Vehicle to connect theory, research, and practice: How teacher thinking changes in district-level lesson study in Japan. In D. L. Haury (Ed.), Proceedings of the twenty-fourth annual meeting of North American chapter of the international group of the Psychology of Mathematics Education (pp. 1879–1888). Columbus: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Takahashi, A. (2010). Prospective and practicing teacher professional development with standards. Paper presented at the APEC Conference on Replicating Exemplary Practices in Mathematics Education, Koh Samui, Thailand, March 8–12.
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Watanabe, T. (2011). Response to Part III: Challenges and Promises of Unchartered Water—Lesson Study and Institutes of Higher Education. In: Hart, L., Alston, A., Murata, A. (eds) Lesson Study Research and Practice in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9941-9_14
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DOI: https://doi.org/10.1007/978-90-481-9941-9_14
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