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Suggested Citation: "Appendix K: Glossary." National Research Council. Studying Classroom Teaching as a Medium for Professional Development: Proceedings of a U.S.- Japan Workshop. Washington, DC: The National Academies Press, 2002.
Page 252
Suggested Citation: "Appendix K: Glossary." National Research Council. Studying Classroom Teaching as a Medium for Professional Development: Proceedings of a U.S.- Japan Workshop. Washington, DC: The National Academies Press, 2002.
Page 253

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GLOSSARY OF TERMS lesson stu(ly - jugyokenkyu: A general term for a collaborate professional devel- opment process that involves joint lesson planning under a common goal. Lesson stu(ly includes planning, implementing, observing, and reflecting on the lesson. Lesson study takes many forms and has many variations (lepen(ling on the pur- pose and site: intraschoo} lesson study, intercity lesson study, a lesson study that includes a demonstration lesson that is open for everybody. Usually, in any type of lesson study, the lesson study group designs the "theme" of the study, and the (details are left to one or a few teachers. Some lesson study groups or "circles" may plan a lesson together, mainly by examining a lesson plan. A postlesson discussion takes place in all of these cases. stu(ly lesson - kenkyu jugyou: The lesson that is produced as part of the lesson study process, the product of lesson study. demonstration lesson: A lesson publicly taught and discussed. JAPANESE VOCABULARY RELATED TO LESSON STUDY hansho: Blackboar(1 writing, the (1esign of how records of the lesson are placed on the board. hatusumon: A thought provoking question. konaikenshu: In-schoo} professional development. Lesson study may be chosen by teachers for their professional evelopment (~konaikenshu) activity. kikan-shidFo: Purposeful walking among the students' (leeks, looking at their work, giving some feedback, hints, questions for evaluation, deciding an order of responses for discussion, selecting students for the whole class (liscussion. kokaijugyo: Open-house stu(ly lesson. kyoushoku: Generally means the whole of working as a teacher in school as well as subjects in university that students are to register and pass before becoming a teacher.

matome: The summing up or wrap-up of the lesson. Teachers must clo matome for students to learn the lesson with a clepth of mathematical unclerstancling. C· · ~ Sewage: omparlng 1C eas among students and "kneacling them up" to bring out the mathematics. Integrating and discussing the icleas leacling toward the final conclusion. The teacher is not at the same level as the students but functions as the conductor, orchestrating the lesson to raise the level of mathematics. APPE N DIX K shu hatusumon: The main critical question. As part of the preplanning, teachers shouic! consider anticipated student solutions, "cautious points" where students might be mistaken in their thinking, en c! evaluation points to use to assess student unclerstancling. yamaha: The highlight or climax of the lesson. A lesson shouic! have a highlight in orcler to be interesting.

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The 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 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

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