LEADER 06218nam 22007454a 450 001 9910958371303321 005 20251116160924.0 010 $a9786610184118 010 $a9780309169967 010 $a0309169968 010 $a9781280184116 010 $a1280184116 010 $a9780309510318 010 $a0309510317 035 $a(CKB)111069351125328 035 $a(OCoLC)559256240 035 $a(CaPaEBR)ebrary10032443 035 $a(SSID)ssj0000253070 035 $a(PQKBManifestationID)11216626 035 $a(PQKBTitleCode)TC0000253070 035 $a(PQKBWorkID)10181123 035 $a(PQKB)11512902 035 $a(Au-PeEL)EBL3375241 035 $a(CaPaEBR)ebr10032443 035 $a(CaONFJC)MIL18411 035 $a(OCoLC)923255328 035 $a(MiAaPQ)EBC3375241 035 $a(Perlego)4735173 035 $a(BIP)7469450 035 $a(EXLCZ)99111069351125328 100 $a20011115d2002 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aStudying classroom teaching as a medium for professional development $eproceedings of a U.S.-Japan workshop /$fHyman Bass, Zalman Usiskin, and Gail Burrill, editors 205 $a1st ed. 210 $aWashington, DC $cNational Academy Press$dc2002 215 $a1 online resource (272 p.) 300 $a"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." 300 $aWorkshop hosted by Mathematical Sciences Education Board and United States National Commission on Mathematics Instruction, August 2000, Makuhari, Japan. 311 08$a9780309082525 311 08$a0309082528 320 $aIncludes bibliographical references (p. 255-258). 327 $aFront Matter -- Acknowledgments -- Preface -- Contents -- Introduction -- Reflections on the Workshop -- Observations from the Study of Teaching Practice as a Medium for Professional Development -- Building an International Community: Sharing Knowledge and Experiences in Professional Development for Mathematics Education -- Background Context for Teacher Preparation in the United States and in Japan -- Elementary Mathematics Education in the United States -- Mathematics Teacher Education in Grades 7-12 in the United States -- A Study of Teacher Change Through Inservice Mathematics Education Programs in Graduate School -- Recurrent Education in Japan: Waseda University Education Research and Development Center -- Recurrent Education in Japan: Kanagawa Prefectural Education Center -- Lesson Study as Professional Development -- Setting the Stage -- Lesson Study: What, Why, and How? -- Framing Lesson Study for U.S. Participants -- Lesson Study from the Perspective of a Fourth-Grade Teacher -- Studying Classroom Teaching as a Medium for Professional Development: Video Component -- Reflections on Videos: Panel -- Development Through the Use of Records of Practice Professional Development Through the Use of Records of Practice -- Professional Development Through Records of Instruction -- Professional Development Through Written Cases -- Professional Development Through the Use of Records Mathematical Knowledge of Teachers Panel -- Professional Development Small Group Discussion -- 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 -- Appendix E: A Demonstration Lesson: Function Thinking at Sixth Grade -- Appendix F: A Study Lesson: Large Numbers at Fourth Grade. 327 $aAppendix G: Record 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 J: To Become a Mathematics Teacher -- Appendix K: Glossary -- Appendix L: Workshop Reading List -- Appendix M: References. 330 $aThe Mathematical Sciences Education Board (MSEB) and the U.S. National Commission on Mathematics Instruction (USNCMI) took advantage of a unique opportunity to bring educators together. In August 2000, following the Ninth International Congress on Mathematics Education (ICME-9) in Makuhari, Japan, MSEB and USNCMI capitalized on the presence of mathematics educators in attendance from the United States and Japan by holding a two and a half--day workshop on the professional development of mathematics teachers. This workshop used the expertise of the participants from the two countries to develop a better, more flexible, and more useful understanding of the knowledge that is needed to teach well and how to help teachers to obtain this knowledge. A major focus of the workshop was to discuss teachers (TM) opportunities in both societies -- using teaching practice as a medium for professional development. Another focus of the workshop addressed practice by considering the records of teaching, including videos of classroom lessons and cases describing teachers and their work. These proceedings reflect the activities and discussion of the workshop using both print and video to enable others to share in their experience 606 $aMathematics$xStudy and teaching (Elementary)$zJapan$vCongresses 606 $aMathematics$xStudy and teaching (Elementary)$zUnited States$vCongresses 615 0$aMathematics$xStudy and teaching (Elementary) 615 0$aMathematics$xStudy and teaching (Elementary) 676 $a372.7/0952 701 $aBass$b Hyman$f1932-$0858058 701 $aUsiskin$b Zalman$01806469 701 $aBurrill$b Gail$01806470 712 02$aNational Research Council (U.S.).$bMathematical Sciences Education Board. 712 02$aUnited States National Commission on Mathematics Instruction. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910958371303321 996 $aStudying classroom teaching as a medium for professional development$94355661 997 $aUNINA