Does the Boost for Mathematics Boost Mathematics? A Large-Scale Evaluation of the Lesson Study Methodology on Student Performance

• 成果类型: Article
• 署名作者: Gronqvist, Erik; Ockert, Bjorn; Rosenqvist, Olof
• 署名单位: Uppsala University; Uppsala University
• 刊物名称: AMERICAN ECONOMIC JOURNAL-ECONOMIC POLICY
• ISSN/ISSBN: 1945-7731
• DOI: 10.1257/pol.20220009
• 发表日期: 2025
• 页码: 345-372
• 关键词: Cognitive skills; school-reform; teacher; impacts; achievement; instruction; outcomes; QUALITY; improve; work

摘要

Students in East Asian countries dominate international assessments. One possible explanation for their success is the use of Lesson study to enhance teaching practices; a collaborative process where teachers plan, observe, and analyze a lesson together. We evaluate a national teacher development program in Sweden-- Boost for Mathematics--containing core elements of Lesson study. Exploiting the gradual rollout of the program across compulsory schools, we find that it improves teaching practices and boosts students' mathematics performance. The positive effect on student performance persists also long after the intervention has ended. The program also passes a cost-benefit test. (JEL I21, I26, I28, J45)