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 halfday 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 societiesusing 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 experienceTable of Contents
Front Matter Introduction Reflections on the Workshop Background Context for Teacher Preparation in the United States and in Japan Lesson Study as Professional Development Professional Development Through the Use of Records of Practice Mathematical Knowledge of Teachers Panel Small Group Discussion Appendix A: Workshop Agenda Appendix B: Participant List Appendix C: Steering Committee Biographical Information Appendix D: A Plan for the Lesson on Division by a Two-Digit Number Appendix E: A Demonstration Lesson: Function Thinking at Sixth Grade Appendix F: A Study Lesson: Large Numbers at Fourth Grade Appendix G: Records of Instruction: Reasoning About Three Coins at Third Grade Appendix H: Transcript of Excerpts from Small Group Discussions Appendix I: A Written Case: Pattern Trains at Sixth Grade Appendix J: To Become a Mathematics Teacher Appendix K: Glossary Appendix L: Workshop Reading List Appendix M: References
1 Front Matter; 2 Introduction; 3 Reflections on the Workshop; 4
Background Context for Teacher Preparation in the United States and in Japan;
5 Lesson Study as Professional Development; 6 Professional Development
Through the Use of Records of Practice; 7 Mathematical Knowledge of Teachers
Panel; 8 Small Group Discussion; 9 Appendix A: Workshop Agenda; 10 Appendix
B: Participant List; 11 Appendix C: Steering Committee Biographical
Information; 12 Appendix D: A Plan for the Lesson on Division by a Two-Digit
Number; 13 Appendix E: A Demonstration Lesson: Function Thinking at Sixth
Grade; 14 Appendix F: A Study Lesson: Large Numbers at Fourth Grade; 15
Appendix G: Records of Instruction: Reasoning About Three Coins at Third
Grade; 16 Appendix H: Transcript of Excerpts from Small Group Discussions; 17
Appendix I: A Written Case: Pattern Trains at Sixth Grade; 18 Appendix J: To
Become a Mathematics Teacher; 19 Appendix K: Glossary; 20 Appendix L:
Workshop Reading List; 21 Appendix M: References
Hyman Bass, Zalman Usiskin, and Gail Burrill, Editors, U.S. National Commission on Mathematics Instruction, Board on International Scientific Organizations, Policy and Global Affairs Division, National Research Council
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