UNM lesson Study

1
UNM lesson Study

• Adriana Aceves, Cathy Briand, Jim Dudley, Rick
  Kitchen, and Kristin Umland

2
Issues in our lesson study

• Our groups understanding of lesson study and how
  we function as a group.
• A deep philosophical divide about what
  mathematics is important for our students to
  learn.
• The lesson itself.

3
Goals of the lesson

• Version 1
• Goal of the lesson Students will understand that
  division is the inverse of multiplication and be
  able to identify when a division problem is
  asking How many groups or How many in each
  group?

4
Our first teach

• We discussed how much and when to tell them about
  multiplication. In the end, there was no direct
  instruction about multiplication.
• Students were confused and never seemed to tie
  the verbal, pictorial, and symbolic
  representations together.

900-930 1325-1343 1744 2917-2940
5
The debrief

• We had to work through our different
  understanding of lesson study and expectations of
  each other.
• We had a very long debate about whether the
  mathematics in the lesson was even important.
• In the end we agreed to continue with what we
  were doing for this lesson study cycle

430-530 755-815 920-1005 3725-4022 4050-4
200
6
Revised goals

• Students will understand that division is the
  inverse of multiplication and be able to identify
  when a division problem is asking How many
  groups or How many in each group?
• One of the fundamental objectives of this lesson
  is that solutions are the result of group
  interaction and cooperation. The group must work
  together to solve the problem, and each member of
  the group must be able to articulate the solution
  for the problem independently.

7
Our second teach

• The addition of a definition of multiplication at
  the top of the worksheet changed the students
  discussion much more focus on the subtleties of
  the representations including pictorial and
  symbolic.

630-735 800-830 1255-1421 1625-2210
8
The second debrief

• There was some resolution to our difficulties
  working together
• And to the students understanding of How many
  groups and How many in each group.
• But it wasnt perfect!

4357-4600 4620-5015 5121-5220
9
Conclusion

• When we started this lesson study, we were not on
  the same page in many different ways
• What is the purpose of this lesson study?
• How do we work together?
• What mathematics is important to our group and
  our students.
• We made some progress with helping students
  understand these ideas of multiplication and
  division, but there is still room for
  improvement.