ABSTRACT
My beliefs about learning shape my teaching philosophy. I do not support the omission of parts of a concept that are being developed simply because a shortcut exists to reach a “correct answer.” It is through conceptual development that students will create their own “shortcuts” and more efficient ways to solve a problem. Students need and should be provided time to process “how” as well as “what” they learned. Within my class, students make connections between their experiences and the larger concept and themes. The lesson study process helped my colleagues and me to develop a real-world application of mathematics that was both worthwhile and engaging for our students.
