Analyzing Elementary Preservice Teachers ’ Development of Content and Pedagogical Content Knowledge in Mathematics through Microteaching Lesson Study

Abstract: This study examines the effect of Microteaching Lesson Study participation on the mathematics content and pedagogical content knowledge of 52 elementary preservice teachers. Preliminary findings, which are positive, are discussed. Since the introduction of lesson study to the U.S. in 1999 by Stigler and Hiebert, United States mathematics educators have developed an interest in exploring the technique that has been credited with the success of Japan’s elementary students in the area of mathematics. Lesson study involves a team of teachers with an outside expert working collaboratively on the lesson planning, implementation, analysis, and revision of a research lesson (Stigler & Hiebert, 1999; Takahashi & Yoshida, 2004). Within four years of the Trends in International Mathematics and Science Study, lesson study spread to more than 335 United States schools spanning 32 states (Lewis, Perry, & Murrata, 2006). While many schools are attempting to replicate the original Japanese lesson study experience, adaptations to lesson study have emerged as U.S. schools have begun to experiment with the technique. At the university level, lesson study has been modified for use with preservice teachers. Research over the last decade into the effectiveness of U.S. lesson study variations includin