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Instructional materials research

During the kyuozai kenkyuu (instructional materials research) phase, the mathematics education students examine published materials regarding the lesson topics. To facilitate, the methods instructor creates a shared online folder using Google Drive, containing subfolders for each of the lesson study teams. Mathematics education students and K-12 educators place all documents garnered from their instructional materials research into this shared space, with K-12 educators requested to contribute only their past attempts at teaching the topic, associated notes, and thoughts of why a plan failed or other issues and struggles faced by their students. When possible, they also submitted any previously used worksheets or student work.

Searching for engaging activities is the first desire of mathematics education students at the study’s onset, as this resembles their previous planning experiences. This is not the intent of kyouzai kenkyuu which requires a deep study of materials, therefore certain aspects of research should be assigned to promote survey of a wider range of resources. As this beginning should not resemble previous lesson planning experiences, mathematics education students need prompting to go beyond looking for activities in familiar sites.

To motivate a broader search, the methods instructor can read a segment from research concerning common misconceptions or naive intuitions unfamiliar to the student teams and ask how this information might affect their choices during planning. To refocus their research, mathematics education students are tasked to locate several peer-reviewed journal articles on their respective topic from mathematics education journals. Each chooses a favorite article and summarizes for the methods class, emphasizing the key pieces of information or research they feel the teams should know before beginning planning.

A second focusing task is the team’s completion of the Collaborative Planning Document presented in Appendix 2. This was modified by the instructor from the work of others, and contains a set of provocative, guiding questions. Frequently, these questions prompt the team to engage in additional searches. Through this work, the shared folder grows to include items such as learning trajectories; possible tools, models, manipulatives, or materials; high-level, cognitively demanding tasks; instructional strategies for the topic; and relevant Standards of Mathematical Practice that may be applied to the instructional approaches or strategies being considered.

Burroughs & Luebeck (2010) predicted “their [mathematics education students] limited classroom experience would make it difficult for them to anticipate student responses and misconceptions or to estimate timing of the lesson elements” (p.392). Since the desire is for mathematics education students to engage deeply in all of stages of lesson study, their research is outlined, assigned, and structured. This is also facilitated through the Collaborative Planning Document (see Appendix 2) and the methods instructor checking the history of changes to this dynamic document and who is making them.

Armed with hours of research, mathematics education students have a better capacity for anticipating secondary students’ thinking, something with which even experienced educators struggle, as reported by Burroughs and Luebeck’s (2010) finding that “in-service teachers were also weak in this area” (p.399). Focused research of the guiding questions in the kyouzai kenkyuu stage allows mathematics education students to be relatively successful with this highly cognitive and difficult planning stage.

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