caa a22 4500 606187863 CHVBK 20210128100842.0 cr unu---uuuuu 210128e20150601xx s 000 0 eng 10.1007/s10857-014-9282-7 doi (NATIONALLICENCE)springer-10.1007/s10857-014-9282-7 Examining teachers' understanding of the mathematical learning progression through vertical articulation during Lesson Study [Elektronische Daten] [Jennifer Suh, Padmanabhan Seshaiyer] This study examines elementary- and middle-grade teachers' understanding of the mathematical learning progression as they participated in a 6-month professional learning project. Teachers participated in a professional development project that consisted of a 1-week summer content-focused institute with school-based follow-up Lesson Study cycles in the fall that focused on the vertical articulation of algebraic concepts across grade levels. The following research examines how a vertical team of teachers from multiple grades designed, taught and learned from the Lesson Study cycle. The video analysis from the research lessons and the teachers' reflections revealed teachers' developing vertical connections and representational fluency from their planning, teaching, observation and debriefs. In addition, Lesson Study afforded teachers opportunities to deepen their understanding of the mathematical learning progression through observation and analysis of students' thinking through a situated school-based professional development experience. Springer Science+Business Media Dordrecht, 2014 Learning progression nationallicence Professional development nationallicence Algebra/algebraic thinking nationallicence Vertical articulation, modeling nationallicence Problem solving nationallicence Representations nationallicence Suh Jennifer College of Education and Human Development, George Mason University, 4400 University Drive, MS: 1E8, 22030, Fairfax, VA, USA aut Seshaiyer Padmanabhan Department of Mathematical Sciences, George Mason University, 4400 University Drive, MS: 3F2, 22030, Fairfax, VA, USA aut Journal of Mathematics Teacher Education Springer Netherlands 18/3(2015-06-01), 207-229 1386-4416 18:3<207 2015 18 10857 https://doi.org/10.1007/s10857-014-9282-7 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10857-014-9282-7 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Suh Jennifer College of Education and Human Development, George Mason University, 4400 University Drive, MS: 1E8, 22030, Fairfax, VA, USA aut NATIONALLICENCE 700 1- Seshaiyer Padmanabhan Department of Mathematical Sciences, George Mason University, 4400 University Drive, MS: 3F2, 22030, Fairfax, VA, USA aut NATIONALLICENCE 773 0- Journal of Mathematics Teacher Education Springer Netherlands 18/3(2015-06-01), 207-229 1386-4416 18:3<207 2015 18 10857