You are here:

Using Technology to Support Teachers’ Lesson Adaptations during Lesson Study

, , , University of Illinois at Urbana-Champaign, United States

Journal of Technology and Teacher Education Volume 25, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA


Lesson study is a professional development activity that increases teachers’ attention to student thinking. However, coordinating teachers’ live observations of a lesson can be challenging. Using the framework of distributed cognition, we investigate whether technology supports teachers’ examination of student thinking and aids the processes of developing and archiving new knowledge about students’ mathematical understandings in lesson study. We use data from a professional development intervention where four geometry teachers discussed videos and animations within a lesson study cycle. We ask, (1) what modifications to the lesson did the teachers offer, and (2) what were the justifications and sources (i.e., videos, animations, or teacher lesson observations) of those modifications? Using a modified Toulmin model for arguments, we analyzed the teachers’ arguments about lesson revisions. Findings show that the teachers adapted the lesson based on their discussions of videos and animations. Specifically, the teachers modified the diagram and the launch of the problem for students to overcome difficulties with the problem’s context. The study shows a case where using technological resources promoted teacher learning by supporting teacher noticing of student thinking and eliciting knowledge about students that otherwise would be ephemeral. We discuss implications for using technology in professional development.


Skultety, L., Gonzalez, G. & Vargas, G. (2017). Using Technology to Support Teachers’ Lesson Adaptations during Lesson Study. Journal of Technology and Teacher Education, 25(2), 185-213. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved September 23, 2018 from .

View References & Citations Map


  1. Amador, J.M., & Carter, I.S. (2016). Audible conversational affordances and constraints of verbalizing professional noticing during prospective teacher lesson study. Journal of Mathematics Teacher Education, 1-30.
  2. Arbaugh, F. (2003). Study groups as a form of professional development for secondary mathematics teachers. Journal of Mathematics Teacher Education, 6, 139-163.
  3. Brophy, J. (2004). Introduction. In J. Brophy (Ed.), Using video in teacher education (pp. 1–27). New York, NY: Elsevier Science.
  4. Borko, H., Jacobs, J., Eiteljorg, R., & Pittman, M.E. (2008). Video as a tool for fostering productive discussions in mathematics PD. Teaching and Teacher Education, 24, 417-436.
  5. Borko, H., Jacobs, J., Koellner, K., & Swackhamer, L.E. (2015). Mathematics professional development: Improving teaching using the problem-solving cycle and leadership preparation models. New York: Teachers College Press.
  6. Carpenter, T.P., Fennema, E., Peterson, P.L., Chiang, C.P., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26, 499531.
  7. Castro Superfine, A., Li, W., Bragelman, J. & Fisher, A. (2015). Examining the use of video to support preservice elementary teachers’ noticing of children’s thinking. Journal of Technology and Teacher Education, 23, 137157.
  8. Chazan, D., & Herbst, P. (2012). Animations of classroom interaction: Expanding the boundaries of video records of practice. Teachers College Record, 114, 1-34.
  9. Chazan, D., Sela, H., & Herbst, P. (2012). Is the role of equations in the doing of word problems in school algebra changing? Initial indications from teacher study groups. Cognition and Instruction, 30, 1-38.
  10. Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.
  11. DeJarnette, A.F., & González, G. (2017). Geometry students’ arguments about a 1-point perspective drawing. REDIMAT, 6, 7-31.
  12. Fennema, E., Carpenter, T.P., Franke, M.L., Levi, L., Jacobs, V.R., & Empson, S.B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 403-434.
  13. Fernandez, C. (2002). Learning from Japanese approaches to PD: The case of lesson study. Journal of Teacher Education, 53, 393-405.
  14. Fernandez, C., & Chokshi, S. (2002). A practical guide to translating lesson study for a US setting. Phi Delta Kappan, 84, 128.
  15. Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese approach to improving mathematics teaching and learning. Mahwah, NJ: Erlbaum.
  16. Gass, S.M. And Mackey, A (2000). Simulated recall methodology in second language research. Mahwah. N.J.: Lawrence Erlbaum
  17. González, G., Deal, J.T. & Skultety, L. (2016). Facilitating teacher learning when using different representations of teaching. Journal of Teacher Education, 67, 447-466.
  18. Gorman, J., Mark, J., & Nikula, J. (2010). A mathematics leader’s guide to lesson study in practice. Portsmouth, NH: Heinemann.
  19. Halverson, C.A. (2002). Activity theory and distributed cognition: Or what does CSCW need to DO with theories?. Computer Supported Cooperative Work, 11, 243-267.
  20. Herbst, P., Chazan, D., Chen, C.L., Chieu, V.M., & Weiss, M. (2011). Using comics-based representations of teaching, and technology, to bring practice to teacher education courses. ZDM, 43, 91-103.
  21. Herbst, P., Nachlieli, T., & Chazan, D. (2011). Studying the practical rationality of mathematics teaching: What goes into “installing” a theorem in geometry? Cognition and Instruction, 29, 218-255.
  22. Jacobs, V.R., Franke, M.L., Carpenter, T.P., Levi, L., & Battey, D. (2007). Professional development focused on children’s algebraic reasoning in elementary school. Journal for Research in Mathematics Education, 38, 258-288.
  23. Keller, J.B., Bonk, C.J., & Hew, K. (2005). The TICKIT to teacher learning: Designing professional development according to situative principles. Journal of Educational Computing Research, 32, 329-340.
  24. Kersting, N.B., Givvin, K.B., Sotelo, F.L., & Stigler, J.W. (2010). Teachers’ analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education, 61, 172-181.
  25. Laferrière, T., Lamon, M., & Chan, C.K. (2006). Emerging e-trends and models in teacher education and professional development. Teaching Education, 17, 75-90.
  26. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  27. Lewis, C.C. (2002). Lesson study: A handbook of teacher-led instructional change. Philadelphia: Research for Better Schools.
  28. Lewis, C., & Hurd, J. (2011). Lesson study step by step: How teacher learning communities improve instruction. Portsmouth, NH: Heinemann.
  29. Lewis, C.C., Perry, R.R., & Hurd, J. (2009). Improving mathematics instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, 12, 285-304.
  30. Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35, 3-14.
  31. MacDonald, R.J. (2008). Professional development for information communication technology integration: Identifying and supporting a community of practice through design-based research. Journal of Research on Technology in Education, 40, 429-445.
  32. Pea, R.D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 47–87). New York: Cambridge University Press.
  33. Perry, R.R., & Lewis, C.C. (2009). What is successful adaptation of lesson study in the US?. Journal of Educational Change, 10, 365-391.
  34. Putnam, R.T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning?. Educational Researcher, 29, 4-15.
  35. Sherin, M.G., Linsenmeier, K.A., & Van Es, E.A. (2009). Selecting video clips to promote mathematics teachers’ discussion of student thinking. Journal of Teacher Education, 60, 213-230.
  36. Sherin, M.G., & Van Es, E.A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13, 475-491.
  37. Sherin, M.G., & Van Es, E.A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60, 20-37.
  38. Stahl, G. (2005). Group cognition in computer-assisted collaborative learning. Journal of Computer Assisted Learning, 21, 79-90.
  39. Steinberg, R.M., Empson, S.B., & Carpenter, T.P. (2004). Inquiry into children’s mathematical thinking as a means to teacher change. Journal of Mathematics Teacher Education, 7, 237-267.
  40. Stigler, J.W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.
  41. Stepanek, J., Appel, G., Leong, M., Mangan, M.T., & Mitchell, M. (2007). Leading lesson study. Thousand Oaks: Corwin Press.
  42. Suh, J., & Seshaiyer, P. (2014). Examining teachers’ understanding of the mathematical learning progression through vertical articulation during Lesson Study. Journal of Mathematics Teacher Education, 18, 1-23.
  43. Toulmin, S. (1958). The uses of argument. New York, NY: Cambridge University Press.
  44. Vrasidas, C., & Zembylas, M. (2004). Online professional development: Lessons from the field. Education+ Training, 46, 326-334.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact

View References & Citations Map

Cited By

  1. Design Perspectives for Making Animated Stories of Instruction: The Case of Promoting Teacher Noticing of Students’ Prior Knowledge

    Gloriana Gonzalez, University of Illinois at Urbana-Champaign, United States; Anna DeJarnette, University of Cincinnati, United States

    Journal of Technology and Teacher Education Vol. 26, No. 1 (January 2018) pp. 79–102

  2. Editorial: What we learned about Technology and Teacher Education in 2017

    Natasha H. Chenowith & Richard E. Ferdig, Kent State University, United States

    Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 365–375

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact