Teachers in lesson study supported by a fractions resource kit made significant pre-to-post gains on three of four facets of fractions knowledge where control-group teachers made none, though no between-group test is reported¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Teachers in the experimental condition showed significant pre-to-post gains in fraction as number, understanding of the whole, and unit fractions, plus increased use of linear measurement representations; control teachers showed no significant change on those facets. Both groups significantly reduced fraction errors, the experimental group more. The contrast rests on separate within-group paired t tests; no test of the difference between groups is reported. → Catherine Lewis & Rebecca Perry 2014

Evidence¶

Catherine Lewis & Rebecca Perry 2014¶

Catherine Lewis & Rebecca Perry. (2014). Lesson Study with Mathematical Resources: A Sustainable Model for Locally-led Teacher Professional Learning. Mathematics Teacher Education and Development. https://eric.ed.gov/?id=EJ1046670

q3 · i? · causal · r2

Randomised controlled trial: 39 educator groups randomly assigned to three conditions; this report focuses on 13 experimental lesson study groups (N = 73 teachers) versus control groups (N = 140). The article reports "significant increases in three of the four facets" (fraction as number, understanding of the whole, unit fractions; not equal parts) with paired-difference t tests within the experimental group (e.g., fraction as number t = 4.802, 72 df, p < 0.001; linear representation t = 7.25, 72 df, p < 0.001). Control teachers showed no significant pre-to-post change on those facets, but both groups significantly reduced mathematics errors (control t = 2.568, 139 df, p < 0.05), with a greater reduction in the experimental group. Each group was tested separately against its own pre-test; the article reports no test of the difference in change between groups and no effect size, and its authors note the design cannot separate the resource kit from the lesson study process.

"Teachers who participated in lesson study with mathematical resources showed significant increases in three of the four facets of fractions knowledge, and in use of linear measurement representations."

Discussion¶

Related Claims¶

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