Shelley Friedkin – författare

Teaching Powerful Problem-Solving in Math provides the first in-depth portrait of schoolwide lesson study, showing how U.S. teachers at several schools used it to implement powerful problem-based mathematics instruction.Students learn mathematics by confronting a novel problem and building the new understanding of the mathematical concepts needed to solve it, just as mathematicians would. By learning in this way, students discover the power of their own thinking and gain confidence that extends well beyond mathematics.This book introduces readers to urban elementary and K–8 schools where teachers have dramatically transformed math learning for teachers and for students. Readers will follow teachers as they transform instruction using schoolwide lesson study, building powerful new ways for educators to learn from each other and practice innovative teaching techniques. The authors use in-depth classroom portraits (from the outset of schoolwide lesson study and three years later) to illuminate the changes in mathematics instruction at a school that raised its proficiency on Smarter Balanced Assessment from 15% to 56%. Extensive resources and links are provided to help readers understand and build on the work of these schools which is grounded in established principles of collective efficacy, intrinsic motivation, and learner agency for both students and teachers.Book Features:Shows how teaching through problem-solving can erase the achievement gap in mathematics learning.Provides the first in-depth portrait of schoolwide lesson study, showing how U.S. teachers at several schools build it and use it to transform teaching.Profiles teachers leading the transformation of instruction to achieve the ambitious vision of learning embodied in recent standards.Uses photographs, student work, and detailed classroom descriptions to bring to life mathematics lessons in year 1 and year 4 of the school’s work to build problem-solving.Provides examples and links to the strategies teachers use to make student thinking visible (and actionable) during mathematics lessons.Includes lesson plans, photographs of board work, student journals, school newsletters, self-assessment rubrics and dozens of links to the resources needed to begin using teaching through problem-solving and school-wide lesson study.Provides long-term, teacher-led solutions for professional learning and for mathematics instruction that have been shown to improve teacher retention and student proficiency.

Teaching Powerful Problem-Solving in Math provides the first in-depth portrait of schoolwide lesson study, showing how U.S. teachers at several schools used it to implement powerful problem-based mathematics instruction.Students learn mathematics by confronting a novel problem and building the new understanding of the mathematical concepts needed to solve it, just as mathematicians would. By learning in this way, students discover the power of their own thinking and gain confidence that extends well beyond mathematics.This book introduces readers to urban elementary and K–8 schools where teachers have dramatically transformed math learning for teachers and for students. Readers will follow teachers as they transform instruction using schoolwide lesson study, building powerful new ways for educators to learn from each other and practice innovative teaching techniques. The authors use in-depth classroom portraits (from the outset of schoolwide lesson study and three years later) to illuminate the changes in mathematics instruction at a school that raised its proficiency on Smarter Balanced Assessment from 15% to 56%. Extensive resources and links are provided to help readers understand and build on the work of these schools which is grounded in established principles of collective efficacy, intrinsic motivation, and learner agency for both students and teachers.Book Features:Shows how teaching through problem-solving can erase the achievement gap in mathematics learning.Provides the first in-depth portrait of schoolwide lesson study, showing how U.S. teachers at several schools build it and use it to transform teaching.Profiles teachers leading the transformation of instruction to achieve the ambitious vision of learning embodied in recent standards.Uses photographs, student work, and detailed classroom descriptions to bring to life mathematics lessons in year 1 and year 4 of the school’s work to build problem-solving.Provides examples and links to the strategies teachers use to make student thinking visible (and actionable) during mathematics lessons.Includes lesson plans, photographs of board work, student journals, school newsletters, self-assessment rubrics and dozens of links to the resources needed to begin using teaching through problem-solving and school-wide lesson study.Provides long-term, teacher-led solutions for professional learning and for mathematics instruction that have been shown to improve teacher retention and student proficiency.

Offering voices from the field – the first of its kind outside of Japan – this guide to teaching and learning elementary mathematics highlights real case examples from teachers and educators who share what they have learned through Lesson Study.The teachers’ reports provide vivid examples of new insights and ideas about mathematics, about pedagogy and lesson design, about student learning, and about professional collaboration gained through Lesson Study. Each report includes an abbreviated plan of the specific research lesson that led to the new insights, which readers can draw from to replicate the powerful learning in their own community. The case examples of this book are from Lesson Study in mathematics, elementary to lower secondary grade levels, focused on what teachers and educators have learned about improving mathematics teaching and learning; but many ideas from each report can be applied to other subjects and different grade levels.This unique book will be an excellent resource for mathematics teachers in training and practice who seek to improve mathematics teaching and learning in their own and others’ classrooms, including researchers and school administrators who lead professional development.