DidMat Seminars with Tom McDougal & Aluska Macedo

First speaker

Tom McDougal, Lesson Study Alliance, USA

Title

A Case Study of Impactful Whole-School Lesson Study in San Francisco

Abstract

John Muir Elementary School in San Francisco, a high-poverty school, began using Lesson Study to implement Teaching Through Problem-solving in the 2015-2016 academic year. The previous year, only 18% of their students were meeting California state standards in mathematics. By 2019, that number had risen to 56%, and by 2024, 69% of their students were meeting or exceeding standards, well above the city average (53%), which was nearly the same as it had been in 2016 (50%).

This seminar will explore how, with very little outside support, teachers at Muir pulled this off, and what lessons this story has for other schools hoping to improve the mathematics learning of their students.

Second speaker

Aluska Macedo, Assistant Prof., Universidade Federal de Campina Grande, Brazil

Title

Problem Posing, Problem Solving and Exploratory Teaching in Lesson Study process: constructing a metodological-theoretical model for inicial teacher education

Abstract

When developing Lesson Study (LS) cycles in initial and/or continuing teacher education, different teaching approaches may be employed, such as Problem Solving (PS), Exploratory Teaching (ET), and Problem Posing (PP), which can contribute to the development of the research lesson or even be combined within the same cycle. Considering the potentialities, convergences, and divergences among these three approaches, this article presents a theoretical-methodological model of the Supervised Mathematics Teaching Internship in a Lesson Study process, collaboratively developed over six years, as well as possible articulations among Problem Posing (PP), Problem Solving (PS), and Exploratory Teaching (ET) within the Lesson Study process. All three teaching approaches require students to play an active role, positioning them as protagonists in the construction of their own knowledge. The results highlight the potential of all three approaches, which, within the Lesson Study framework, contribute to students’ learning as well as to teachers’ education and professional development.

Attend online via Zoom: https://ucph-ku.zoom.us/j/61635067445