Background

Roots in Japan

Japan has prioritized problem-solving in education for nearly fifty years. By 1960, the significant interest among educators was evident through numerous publications on problem-solving strategies for teaching.

Research from Lester & Garofalo (1982) and Schoenfeld (1985) shows that implementing problem-solving strategies in educational settings promotes the development of independent learners who understand mathematical methods and solutions deeply.

The concept of Teaching Through Problem-solving (TTP) draws from Polya's "four stages of problem-solving" outlined in 1945, which has influenced educational practices significantly.

By the late 1990s, Japanese teachers were collaboratively designing lesson plans, observing their implementation, and conducting lesson studies to reflect on teaching and learning outcomes. This collective effort shaped the problem-solving teaching style now prevalent across Japan.

TTP Internationally Introduced

The international promotion of TTP by US researchers Becker & Miwa (1987) and Stigler & Hiebert (1999) led to its rapid adoption worldwide.

However, the adaptation of Lesson Study in international settings was challenging, resulting in uneven outcomes.

Further research by Lewis & Perry (2017) and Lewis et al. (2011) suggests that successful lesson studies require teachers to have access to high-quality curriculum materials, skills to facilitate mathematical discussions, and a strong support system.

LoiLo TTP Math, which is based on decades of research, provides a comprehensive framework to support teachers in delivering TTP lessons effectively.

Currently, it is being piloted in San Francisco to refine the approach further. We are committed to ongoing improvements and are developing a TTP curriculum aligned with the Common Core State Standards of Mathematics, slated for completion in March 2025.