JSM 2005 Online Program

Abstract #302680

This is the preliminary program for the 2005 Joint Statistical Meetings in Minneapolis, Minnesota. Currently included in this program is the "technical" program, schedule of invited, topic contributed, regular contributed and poster sessions; Continuing Education courses (August 7-10, 2005); and Committee and Business Meetings. This on-line program will be updated frequently to reflect the most current revisions.

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Activity Number:	83
Type:	Invited
Date/Time:	Monday, August 8, 2005 : 8:30 AM to 10:20 AM
Sponsor:	Section on Statistical Education
Abstract - #302680
Title:	The Impact of Japanese Lesson Study on Teachers of Statistics
Author(s):	Joan Garfield and Robert delMas*+ and Beth Chance
Companies:	University of Minnesota and University of Minnesota and California Polytechnic State University
Address:	354 Appleby Hall, Minneapolis, MN, 55455,
Keywords:	Japanese Lesson Study ; Teacher Development ; Statistical Thinking ; Statistics Education Research ; Collaborative Research
Abstract:	The study described in this paper explored the use of Japanese Lesson Study (JLS) as a way to improve the teaching of statistics. JLS offers a set of concrete steps teachers can take to systematically investigate and improve their teaching. JLS was used with beginning statistics instructors to discuss important goals for students and to design, teach, observe, evaluate, and revise statistics lessons. A "research lesson" was collaboratively developed over several weeks and taught later in the semester. All planning and class sessions were videotaped and transcribed so the process could be studied and shared. During the subsequent semester, the lesson was revisited, revised, expanded into two lessons, taught, observed, and critiqued. This paper addresses the following three questions: Does JLS help statistics teachers design effective lessons that improve the statistics curriculum and promote students' statistical thinking? What is the impact of JLS on the way instructors view and teach the curriculum? What is needed for JLS to work as a method of professional development for statistics teachers?

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