Purpose

The purpose of this paper is to describe the design and delivery of a lesson study unit in mathematics to pre-service primary teachers and to identify the opportunities and challenges resulting from the need to deliver the unit wholly online due to the COVID-19 pandemic.

Design/methodology/approach

Cross-case analysis, using a before-and-after design, was used to compare the development and delivery of the unit in 2019 and 2020, with the pivotal event of interest between the before-and-after cases being the onset of the COVID-19 pandemic.

Findings

The content and structure of the unit, as well as its collaborative aspects, remained substantially the same in the before-and-after cases. While there was a low level of engagement with pre-recorded lectures, there was a high level of engagement and participation in the online synchronous seminars, together with a marked increase in overall satisfaction with the unit. Pre-service teachers were unable to teach and observe one another's planned research lessons in school. Instead, after a detailed examination of the task, the lesson plan and student solutions, they observed a pre-recorded video of a research lesson at a local school and participated in a streamed post-lesson discussion. Pre-service teachers regarded this new component as a highlight of the unit and an important connection between the theory and practice of lesson study.

Originality/value

The inclusion of the video-recorded research lesson in 2020 introduced a new level of authenticity for pre-service teachers, allowing them to observe a high quality structured problem solving mathematics lesson taught in a local public school, as part of a local implementation of lesson study-something that is not generally possible. While there is often a view that the benefits of lesson study result mainly from collaborative planning and teaching of the research lesson, this paper highlights the value of involvement for all participants in research lesson observation and post-lesson discussion, as well as the opportunities afforded by the use of “virtual lesson study”.

中文翻译：

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设计和提供在线数学课程学习单元给职前小学教师：机遇与挑战

目的

本文的目的是描述数学课程学习单元的设计和交付，以供职前小学教师使用，并确定由于COVID-19大流行而需要完全在线交付该单元所带来的机遇和挑战。

设计/方法/方法

使用前后设计进行跨案例分析，以比较该单元在2019年和2020年的开发和交付情况，前后案例之间的关键事件是COVID的发作-19年大流行。

发现

在前后情况下，该部门的内容和结构以及协作方面均保持基本相同。虽然对预先录制的演讲的参与度较低，但在线同步研讨会的参与度和参与度较高，并且对该单元的总体满意度显着提高。职前教师无法在学校教授和观察彼此计划的研究课程。取而代之的是，在对任务，课程计划和学生解决方案进行详细检查之后，他们观看了预先录制的本地学校研究课程的视频，并参加了一系列的课后讨论。职前教师将这一新内容视为本单元的重点，并将其作为课程学习的理论与实践之间的重要联系。

创意/价值

2020年录制的视频研究课程的引入为岗前教师提供了更高的真实性，使他们能够观察当地公立学校教授的高质量结构化问题解决数学课程，这是该课程在本地实施的一部分学习，这通常是不可能的。人们通常认为，课程学习的好处主要来自于合作计划和研究课程的教学，但本文强调了参与研究课程观察和课后讨论的所有参与者的价值，以及所提供的机会通过使用“虚拟课程学习”。