Shimizu, S., & Chino, K. (2015). History of Lesson Study to Develop Good Practice in Japan. In M. Inprasitha (Ed.), Lesson Study: Challenges in Mathematics Education (pp. 123-140). Singapore: World Scientific Publishing.
https://doi.org/10.1142/9789812835420_0008

has been cited by the following article:

• TITLE: Teachers’ Learning in Community of Implementing Mathematics Textbooks with Lesson Study and Open Approach

  AUTHORS: Chanika Senawongsa, Maitree Inprasitha, Anake Sudejamnong

  KEYWORDS: Teachers’ Learning, Community of Practice, Mathematics Textbook, Lesson Study and Open Approach

  JOURNAL NAME: Psychology, Vol.10 No.12, September 24, 2019

  ABSTRACT: This research aims to analyze how and what teachers learn in community of implementing mathematics textbooks with Lesson Study and Open Approach about addition in number and operations for first grade. The participants were 2 teachers who use the textbook in the classroom using Lesson Study and Open Approach. The mathematics textbooks for this study were Japanese mathematics textbooks (Thai version), and consist of mathematics activities, flow of lesson, and students’ mathematical ideas (Inprasitha, 2015b). The data were collected in October 2015 by interview and classroom observation with video recording. The data were analyzed based on communities of practice (CoP) from Wenger, McDermott, & Snyder (2002), and Shulman & Shulman (2004). The result of this research found that how and what teachers learned in community of implementing mathematics textbooks with Lesson Study and Open Approach, are 2 aspects: 1) teachers learned about the content of mathematics from their sharing on the textbook and students’ ideas together, and 2) teachers learned how to teach the content, through using the textbook for sharing anticipating students’ ideas, observing students’ ideas, and reflecting by using evidence from students’ ideas that appeared in classroom.