Module: Lesson Study:Researching Mathematics Teaching

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Lesson Study:Researching Mathematics Teaching
Module Code	EDP1045 (ITS: SG310)
Faculty	STEM Ed, Innov, Global Studies	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

Description

This module introduces students to the practice of Lesson Study, a powerful professional development tool for the analysis and improvement of the teaching and learning of mathematics. The background of lesson study and its structure will be introduced to the students and they will be invited to join in a process of identifying and interrogating topics, themes or issues in the teaching and learning of mathematics. They will be supported in researching the relevant mathematical ideas and recommended pedagogical approaches and collaborate in designing and refining a lesson. This lesson will be taught and analysed using lesson study protocols with a view to gaining insights into the pedagogy of mathematics. Students will draw upon and enhance their understandings of mathematical knowledge for teaching, they will put to use analysis frameworks in this situated and sociocultural context.

Learning Outcomes

1. Articulate and critically evaluate the process of lesson study.
2. Identify issues, dilemmas or questions relevant to the pedagogy of mathematics.
3. Collaborate in identifying and interrogating the mathematics underlying their chosen issue or question, and choosing and exploring relevant mathematical problems and classroom activities.
4. Collaborate in planning, developing and teaching a research lesson, drawing on their research into mathematics pedagogy and making use of lesson study conventions.
5. Select appropriate frameworks for the analysis of classroom episodes and select episodes relevant to the topic under analysis.
6. Display analysis and insight in connecting lesson events to research questions and drawing inferences relevant to the research focus.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Seminars	24	Participation in lesson study process.
Group work	10	Identification and refinement of research question. Development of lesson activities.
Independent Study	55	Reading, viewing and annotating recorded lessons.
Assignment Completion	36	Creation and editing of portfolio items.
Total Workload: 125

Section Breakdown
CRN	20271	Part of Term	Semester 2
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Miriam Ryan	Module Teacher	Lorraine Harbison

Type	Description	% of total	Assessment Date
Assessment Breakdown
Professional Portfolio	A portfolio will be compiled to include student’s reflections on readings, development of research questions and lessons, and analyses of lessons taught and reviewed.	100%	As required

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative Content
Students will engage in the stages of the lesson study process. 1. Investigation: Students will gather evidence and consider pupil’s characteristics, consider long term goals for student learning and development. They will inform themselves on the chosen area of mathematics, to include key mathematical ideas, curriculum objectives, and learning trajectories. 2. Planning: Students will select or develop research lesson, completing tasks in order to anticipate student responses, misconceptions and solutions. They will develop a lesson plan, including goals for student learning and development, anticipated student thinking, data collection points. They will state a rationale for lesson design, including connections to long-term goals. 3. Research Lesson: Students will teach the research lesson in a participating school. Group members will observe and collect data during live research lesson. 4. Reflection: Students will share and discuss data from research lesson in a post lesson colloquium Group members and lecturers will draw out implications for lesson redesign, for teaching and learning more broadly, and for understanding of students and subject matter. (Adapted from Lewis, Perry and Hurd, 2009)

Indicative Reading List

Books:

Dooley, T., Dunphy. E., Shiel, G. et al. (2014).: 0, Mathematics in early childhood and primary education (3 - 8 years): Teaching and learning (NCCA Report no. 18), 1, NCCA., Dublin,
Dunphy. E., Dooley, T., Shiel, G. et al: 2014, Mathematics in early childhood and primary education (3 - 8 years): Definitions, theories, development and progression (NCCA Report no. 17), 1, NCCA, Dublin,
Cotton, T.: 2010, Understanding and teaching primary mathematics., Longman/Pearson,
Hart et al.,: 2011, Lesson-study research and practice in mathematics education: Learning together., Springer, Dordrecht,
Haylock, D.: 2010, Mathematics explained for primary teachers., Sage,
Haylock, D.: 2011, Key concepts in teaching primary mathematics., Sage,
Small, M. (2009).: 2009, Good questions: Great ways to differentiate mathematics instruction., Teachers College Press., New York,
Zevenbergen, R., Dole, S., & Wright, R. J.: 2004, Teaching mathematics in primary schools., Allen and Unwin., Sydney,

Articles:

Ball, D. L., Hill, H.C., & Bass, H.: 2005, Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide?, American Educator, 29(1), 14-46, 518376
1990: When the problem Is not the question and the solution is not the answer: Mathematical knowing and teaching., American Educational Research Journal, 27(1), 29-63, 518377, 1
A public proving ground for standards-based practice.: Education Week, 30, 28-30, 518378, 1, Lewis, C., Perry, R., & Murata, A.
Educational Researcher: 35(3), 3-14, 518379, 1, Lewis, C. & Tsuchida, I., 1998
29(1): 14-46, www.lessonresearch.net/lesson.pdf,

Other Resources

1: Website, DCU Institute of Education,
415468: 1, Website, University of Cambridge, Faculty of Mathematics.,
nrich.maths.org: 415469, 1, Website, The Lesson Study Group at Mills College.
lessonresearch.net: 415470, 1, Website, The home of Mathematics Education in New Zealand.
nzmaths.co.nz: