Research cites the need for developing teachers’ mathematical knowledge for teaching (MKT) as well as for developing mathematics teacher educators’ (MTEs) mathematical knowledge for teaching teachers (MKTT). Using the framework of lesson study: formulating goals and researching, planning, implementing and observing, and reflecting (Lewis & Hurd, 2011), a group of MTEs designed and analyzed a lesson on multiplication for prospective elementary teachers. A qualitative analysis of MTE journal reflections and prospective teacher work showed a greater understanding of MTEs’ MKTT related to multiplication after completion of the lesson study. The authors recommend MTEs conduct lesson studies for other mathematics topics to further understand what MKTT MTEs need to develop to best support prospective teachers’ MKT.
Appelgate, M. H., Dick, L., Soto, M., & Gupta, D. (June 2020). Growing a greater understanding of multiplication through lesson study: Mathematics teacher educators’ professional development. In A. Appova, R. M. Welder, and Z. Feldman, (Eds.), Supporting Mathematics Teacher Educators’ Knowledge and Practices for Teaching Content to Prospective (Grades K-8) Teachers. Special Issue: The Mathematics Enthusiast, ISSN 1551-3440, vol. 17, nos. 2 & 3, pp. 583–613. ScholarWorks: University of Montana. Retrieve (open access) from: https://scholarworks.umt.edu/tme