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Studying Classroom Teaching
as a Medium for
Professional Development
Proceedings of a U.S.-Japan Workshop
Hyman Bass, Zalman P. Usiskin, and Gail Burrill, Editors
Mathematical Sciences Education Board/Center for Education/
Division of Behavioral and Social Sciences and Education
U.S. National Commission on Mathematics Instruction/
Board on International Scientific Organizations/Po~icy and Global Affairs Division
National Research Council
NATIONAL ACADEMY PRESS
Washington, DC
OCR for page R2
NATIONAL ACADEMY PRESS · 2101 Constitution Avenue, N.W. · Washington, DC 20418
NOTICE: The project that is the subject of this report was approved by the Governing Board of the National
Research Council, whose members are drawn from the councils of the National Academy of Sciences, the
National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible
for the report were chosen for their special competences and with regard for appropriate balance.
This study was supported by the National Science Foundation (ESI-0001439), The Spencer Foundation, and
the MCI WorldCom Foundation. Any opinions, findings, conclusions, or recommendations expressed in this
publication are those of the authoress and do not necessarily reflect the views of the organizations or agencies
that provided support for the project.
library of Congress Cataloging-'n-Publication Dam
Studying classroom teaching as a medium for professional development:
proceedings of a U.S.-Japan workshop / Hyman Bass, Zalman Usiskin, and
Gail Burrill, editors.
p. cm.
"Mathematical Sciences Education Board/Center for Education/Division of
Behavioral and Social Sciences and Education, U.S. National Commission
on Mathematics Instruction/Board on International Scientific
Organizations/Policy and Global Affairs Division, National Research
Council."
Workshop hosted by Mathematical Sciences Education Board and United
States National Commission on Mathematics Instruction, August 2000,
Makuhari, Japan.
Includes bibliographical references.
ISBN 0-309-08252-8 (pbk.)
1. Mathematics--Study and teaching (Elementary)--Japan-Congresses.
2. Mathematics-Study and teaching (Elementary)--United
States-Congresses. I. Bass, Hyman, 1932- II. Usiskin, Zalman. III.
Burrill, Gail. IV. National Research Council (U.S.~. Mathematical
Sciences Education Board. V. United States National Commission on
Mathematics Instruction.
QA135.6 .S78 2002
372.7'0952--dc21
2001007273
Suggested Citation: National Research Council. (2002~. Studying classroom teaching as a medium for
professional development. Proceedings of a U.S.-.lapan workshop. Hyman Bass, Zalman P. Usiskin, and Gail
Burrill (Eds). Mathematical Sciences Education Board, Division of Behavioral and Social Sciences and
Education, and U.S. National Commission on Mathematics Instruction, International Organizations Board.
Washington, DC: National Academy Press.
Additional copies of this report are available from National Academy Press, 2101 Constitution Avenue, N.W.,
Lockbox 285, Washington, D.C. 20055; (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan
area); Internet, http://www.nap.edu.
Printed in the United States of America
Copyright 2002 by the National Academy of Sciences. All rights reserved.
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National Acaclemy of Sciences
National Acaclemy of Engineering
Institute of Meclicine
National Research Council
The National Academy of Sciences is a private, nonprofit, self-perpetuating society of
distinguished scholars engaged in scientific and engineering research, dedicated to the
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authority of the charter granted to it by the Congress in 1863, the Academy has a man-
date that requires it to advise the federal government on scientific and technical matters.
Dr. Bruce M. Alberts is president of the National Academy of Sciences.
The National Academy of Engineering was established in 1964, under the charter of
the National Academy of Sciences, as a parallel organization of outstanding engineers. It
is autonomous in its administration and in the selection of its members, sharing with the
National Academy of Sciences the responsibility for advising the federal government.
The National Academy of Engineering also sponsors engineering programs aimed at
meeting national needs, encourages education and research, and recognizes the superior
achievements of engineers. Dr. Wm. A. Wulf is president of the National Academy of
~ ~ · ~
~ ~ nglneerlng.
The Institute of Medicine was established in 1970 by the National Academy of Sciences to
secure the services of eminent members of appropriate professions in the examination of
policy matters pertaining to the health of the public. The Institute acts under the respon-
sibility given to the National Academy of Sciences by its congressional charter to be an
adviser to the federal government and, upon its own initiative, to identify issues of
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of Medicine.
The National Research Council was organized by the National Academy of Sciences
in 1916 to associate the broad community of science and technology with the Academy's
purposes of furthering knowledge and advising the federal government. Functioning in
accordance with general policies determined by the Academy, the Council has become
the principal operating agency of both the National Academy of Sciences and the National
Academy of Engineering in providing services to the government, the public, and the
scientific and engineering communities. The Council is administered jointly by both
Academies and the Institute of Medicine. Dr. Bruce M. Alberts and Dr. Wm. A. Wulf are
chairman and vice chairman, respectively, of the National Research Council.
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U.S.- JAPAN TEACHER DEVELOPMENT
WORKSHOP STEERING COMMITTEE
Hyman Bass, Cochair, University of Michigan
Zalman P. Usiskin, Cochair, University of Chicago
Deborah Loewenberg Ball, University of Michigan
Toshiakira Fujii, Tokyo Gakugei University
Jacqueline Goodioe, Burrville Elementary School, Washington, DC
Daniel Goroff, Harvard University
Keiko Hino, Nara University of Education
Harno Ishigaki, Waseda University
Haiime Yamashita, Waseda University
Jerry Becker, (Ex Officio) Southern Illinois University
Frances Curcio, (Ex Officio) New York University
Hiroshi Fujita, (Ex Officio) Tokai University
Gail BurriU, Director, Mathematical Sciences Education Board (MSEB)
Tamae Maeda Wang, Program Director, U.S. National Commission on Mathematics
Instruction (USNCM~
Brian McQuiBan, Senior Project Assistant, MSEB
Manza Silva, Senior Project Assistant, USNCMI
Kara Suzuka, Consultant
Makoto Yoshida, Consultant
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MATHEMATICAL SCIENCES EDUCATION BOARD
Joan R. Leitzel, Chair, University of New Hampshire
Jere Confrey, Vice Chair, University of Texas et Austin
Judith Ackerman, Montgomery College, Maryland
Richard A. Askey, University of Wisconsin-Madison
Deborah Loewenberg Ball, University of Michigan
Richelle Blair, Lakeland Community College, Ohio
Ingtid Daubechies, Princeton University
Jan de range, Freudenthal Institute, The Netherlands
Keith Deviin, St. Mary's College of California
Karen Economopoulos, TERC, Massachusetts
Susan Eyestone, National Parent Teacher Association, Minnesota
Joan Ferrini-Mundy, Michigan State University
Arthur M. Jaffe, Harvard University
Daniel Kennedy, The Baylor School, Tennessee
Karen Longhart, Flathead High School, Montana
Miriam MasuBo, IBM Corporation, New York
Thomas L. Moore, Grinnell College, Iowa
Debra Paulson, Hornedo Middle School, Texas
Marge M. Petit, The National Center for the Improvement of Educational Assessment,
New Hampshire
Anthony Scott, Chicago Public Schools
William Steenken, GE Aircraft Engines, Ohio
Lee V. SHff, North Carolina State University
James W. Stigler, University of California, Los Angeles
Jerry UhI, University of Illinois at Urbana-Champaign
Gail BurriU, Director
Bradford Findell, Program Officer
Brian McQuiBan, Senior Project Assistant
U.S. NATIONAL COMMISSION ON MATHEMATICS INSTRUCTION
Zalman P. Usiskin, Chair, University of Chicago
Wade Ellis, Jr., West Valley College, California
Daniel Goroff, Harvard University
Marilyn Mays, North Lake College, Texas
David Moore, Purdue University
Daniel Teague, North Carolina School of Science and Mathematics
Tamae Maeda Wang, Program Director
Wendy White, Director, Board on International Scientific Organizations (BISO)
Manza Silva, Senior Project Assistant
Valerie ~heberge, Senior Project Assistant
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The Mathematical Sciences Education Board and the U.S. National Commission on
Mathematics Instruction gratefully acknowledge the National Science Foundation, The
Spencer Foundation, and the MCT WorIdCom Foundation for their financial support of
Studying Classroom Teaching as a Medium for Professional Development: Proceedings of a
U.S.-]apan Workshop.
We would like to acknowledge the staff at the Center for Education and International
Organizations Board for their efforts in putting the workshop together, and the subse-
quent proceedings. In particular, Danna Brennan and Myrna McKinnon were
instrumental for overseeing logistical arrangements for the workshop. Yuri Maeda
provided on-site support along with Saitou Harumichi, Yoshimichi Kanemoto, Eri
Matsuda, Tatsuhiko Seino, Kaori Tabeta, and Yoshihisa Tanaka from Tokyo Gakugei
University. We also are grateful to Professor Hiroshi Fujita, Chair of the Ninth Inter-
national Congress on Mathematical Education dCME-9), for his cooperation and support of
the workshop, to those who made the classroom visit to Setagaya School possible, and to
Hiroshi Nakano and Shunji Kurosawa for sharing their lessons with us. In addition, Tad
Wantanabe helped facilitate the arrangements and did on-site transTation during the
workshop. Special acknowledgment goes to Makoto Yoshida for his help in setting up
the workshop, transTating materials, and serving as an interpreter for both the lapanese
and the U.S. participants during and after the workshop. Brian McQuillan was respon-
sible for preparing this report for publication. Mariza Silva served as the website man-
ager who prepared the on-line version of the workshop proceedings, which is available
on the project home page at http://www4.nationalaca(1emies.org/pga/math.nsf.
We also are grateful to the members of the steering committee for their oversight in
planning the program for the workshop. In addition we w~sh to acknowledge the
speakers and in particular the discussion group leaders for their contributions and
leadership that gave substance to the discussion.
This report has been reviewed in draft form by individuals chosen for their diverse
perspectives an(1 technical expertise, in accor(lance with proce(lures approve(1 by the
National Research CounciT's (NRC) Report Review Committee. The purpose of this
independent review is to provide candid and critical comments that w~l assist the
institution in making its published report as sound as possible and to ensure that the
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report meets institutional standards for objectivity, evidence, and responsiveness to the
study charge. The review comments and draft manuscript remain confidential to protect
the integrity of the deliberative process. We wish to thank the following individuals for
their review of this report: Hilda Borko, University of Colorado; Clea Fernandez,
Columbia University; Roger Howe, Yale University; lean Krusi, Ames Middle School,
Ames, Iowa; Catherine Lewis, Mills College; Nanette Seago, VideoCases for Mathematics
Professional Development, Riverside, California; and Akihiko Takahashi, University of
Illinois at Urbana-Champaign.
Although the reviewers listed above have provided many constructive comments and
suggestions, they were not asked to endorse the conclusions or recommendations nor
did they see the final draft of the report before its release. The review of this report was
overseen by Gilbert I. Cuevas, University of Miami. Appointed by the NRC, he was
responsible for making certain that an independent examination of this report was
carried out in accordance with institutional procedures and that all review comments
were carefully considered. Responsibility for the final content of this report rests
entirely with the authoring committee and the institution.
OCR for page R9
The Ninth International Congress on Mathematics Education dCME-9) held in
Makuhari, Japan, in August 2000 provided a unique opportunity for the Mathematical
Sciences Education Board and the U.S. National Commission on Mathematics Instruc-
tion. Together with educators from the Japanese mathematical community, they hosted
a workshop on teacher development immediately following the Congress. The aim of
the workshop was to draw upon the expertise of participants from the two countries to
work on developing a better understanding of the knowledge that is needed to teach
mathematics well and how to help teachers gain this knowledge. The workshop focused
on using the study of classroom events to help elementary mathematics teachers
improve their teaching. In the first part of the workshop, participants considered a
professional development approach that the Japanese refer to as ja~gyokenky?~ or "lesson
study." In the second part of the workshop, participants considered the use of classroom
documentation and written cases, highlighting some of the work performed in the
United States.
The workshop consisted of large group plenary sessions, panel discussions, activity-
based sessions, and small group discussion. Interactions between the two cultures were
made possible by simultaneous translation. Studying Classroom Teaching as a Medium
for Professional Development is a record of what took place at the workshop. The first
section consists of papers written after the workshop by two participants reflecting on
their experiences during the workshop. The body of the proceedings consists of edited
transcriptions of the talks presented in plenary sessions and of the remarks given by
panel members on various topics. The final section of the document contains the summa-
ries of small group discussions describing the group response to one or two focused
questions.
A videotape accompanies the book and includes video selections of classroom lessons
and a Japanese postlesson discussion that were shown at the workshop. These seg-
ments along with written cases describing mathematics classes were used to engage
participants in observing and discussing classroom practices, allowing them to consider
how such materials might be used in professional development contexts. Supporting
print materials, such as transcripts and lesson plans, are in the appendixes.
OCR for page R10
Studying Classroom Teaching as a Medium for Professional Development is intended for
people interested in ways that teachers might work on their teaching, opportunities for
teacher learning, or for investigating what it might mean to use teaching and learning as
a place to study and improve it. The videos shown at the workshop and the plenary
sessions played vital roles in stimulating and grounding the conversations of the partici-
pants. This document might be used in the same way to stimulate conversation among
teacher educators, helping them shape their work. As you engage with these materials,
you might consider questions such as the following: What do teachers in these two
countries do that enables them to develop their teaching practice to become increas-
ingly more adept at designing lessons, carrying out those lessons with their students,
and all the time observing how the lesson is working with those students? What do
teachers need to learn to engage in the practice of mathematics teaching? How do
educators from the two countries talk about and make records of teaching that inform
their conversations? How do teachers in Japan and the United States use practice to
work on their teaching?
It is as important to note what these materials are not designed to do. These materials
are not appropriate for comparing U.S. and Japanese teaching the lessons were not
chosen to represent typical teaching in either country. Neither have these materials
been designed for use in professional development; they constitute fragments of teach-
ing, without context, or tasks from which teachers might learn. These materials are also
not designed to show exemplary practice. What these materials are designed for is to
create opportunities to explore what it might mean to use teaching practice as a medium
for professional development.
The workshop was a meeting of two very different cultures: people trying to solve in
their own ways common problems of mathematics education and the education of
teachers. The U.S.- Japan workshop was one attempt to move forward in building a
collective understanding about the possibilities and challenges of such work. We person-
ally found it a rich and rewarding experience and hope that through these proceedings,
you will be able to share in the discussions and deliberations in ways that will make it a
fruitful experience for you.
Sincerely,
S
I r
Hyman Bass, Co-chair
U.S.- Japan Teacher Development
Workshop Steering Committee
Zalman P. Usiskin, Co-chair
U.S.- Japan Teacher Development
Workshop Steering Committee
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INTRODUCTION
1
REFLECTIONS ON THE WORKSHOP
Observations from the Stucly of Teaching Practice as a Meclium for
Professional Development
Henry S. Keener, Jr.
Builcling an International Community: Sharing KnowlecIge arc!
Experiences in Professional Development for Mathematics Education TO
Carol E. Malloy
3
BACKGROUND CONTEXT FOR TEACHER PREPARATION IN THE UNITED
STATES AND IN JAPAN
19
Elementary Mathematics Education in the Unitec! States
Deborah Schifter
Mathematics Teacher Education in Gracles 7-1 2 in the Unitec! States 28
Zalman ~ Usiskin
A Stucly of Teacher Change Through Inservice Mathematics Education
Programs in Gracluate School
Keiko Hino and Keiichi Shigematsu
Recurrent Education in Japan: WasecIa University Education Research
arc! Development Center
Toru Handa
Recurrent Education in~lapan: Kanagawa Prefectural Education
Center
Mamoru Takezawa
21
35
44
46
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LESSON STUDY AS PROFESSIONAL DEVELOPMENT
47
Setting the Stage
Dehorah Loewenherg Ball
Lesson Stucly: What, Why, arc! How?
Yoshinori Shimiza~
Framing Lesson Stucly for U.S. Participants
Makoto Yoshida
Lesson Stucly from the Perspective of a Fourth-Gracle Teacher
Hiroshi Nakano
Stuclying Classroom Teaching as a Meclium for Professional
Development: Vicleo Component
Reflections on Vicleos: Pane!
Jacqueline Goodloe 69
ferry Becker 70
·chiei Hirahayashi 72
PROFESSIONAL DEVELOPMENT THROUGH THE USE OF RECORDS OF
PRACTICE
Professional Development Through RecorcIs of Instruction
Dehorah Loewenherg Ball and Hyman Bass
Professional Development Through Written Cases
Margaret S. Smith
49
53
58
65
67
68
77
79
90
MATHEMATICAL KNOWLEDGE OF TEACHERS PANEL
99
Zalman ~ Usiskin
Dehorah Schifter
Marco Ishigaki
Miho Ueno
SMALL GROUP DISCUSSION
101
104
107
108
111
Group I, Michelle Manes 113
Group IT, Denisse Thompson 118
Group Ill, Susan Beal 124
GroupIV, Ramesh Gangolli 128
Group V, Susan Wood 134
CONTE NTS
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APPENDIXES
Appendix A: Workshop Agenda
Appendix B: Participant List
Appendix C: Steering Committee Biographical Information
Appendix D: A Plan for the Lesson on Division by a Two-Digit
Number
]39
]44
]49
]54
Appendix E: A Demonstration Lesson: Function Thinking at Sixth
Grade ~ 57
Appendix F: A Study Lesson: Large Numbers at Fourth Grade ~ 77
Appendix G: Records of Instruction: Reasoning About Three Coins
at Third Grade
Appendix H: Transcript of Excerpts from Small Group Discussions
Appendix I: A Written Case: Pattern Trains at Sixth Grade
Appendix -1:
Appendix K:
Appendix ·:
Appendix M:
CONTE NTS
235
To Become a Mathematics Teacher
Glossary
Workshop Reading List
References
227
23]
248
252
254
255
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STUDYING CLASSROOM TEACHING AS A MEDIUM FOR PROFESSIONAL
DEVELOPMENT: VIDEO COMPONENT
[Total Time: 90 minutes]
(1)
(2)
(3)
(4)
A Demonstration Lesson: Function Thinking at Sixth Grade
Shunji Kurosawa
Setagaya Elementary School
Tokyo Gakugei University, Japan
August 3, 2000
Approximately 21 minutes
Sixth-Grade Postlesson Discussion
Facilitator: Takashi Nakamura
Teacher: Shunji Kurosawa
August 3, 2000
Approximately 22 minutes
A Study Lesson: Large Numbers at Fourth Grade
Hiroshi Nakano
Setagaya Elementary School
Tokyo Gakugei University, Japan
December 7, 1999
Approximately 22 minutes
Records of Instruction: Reasoning about Three Coins at Third Grade
Deborah Loewenberg Ball
Spartan Village Elementary School, East Lansing, MI
September 1S, 1989
Approximately 13.5 minutes
Excerpts from Small Group Discussions
August 7, 2000
Approximately 8.5 minutes