Does the “Boost for Mathematics” Boost Mathematics? A Large-Scale Evaluation of the “Lesson Study” Methodology on Student Performance
American Economic Journal: Economic Policy · 2025 · Erik Grönqvist、Björn Öckert、Olof Rosenqvist
中文摘要
东亚国家的学生在国际评估中长期居于领先地位。对这一成功的一种可能解释是采用“课例研究”来改进教学实践——这是一种由教师共同备课、观课、评课的协作过程。本文评估了瑞典一项名为“数学提升计划”的全国性教师发展项目，该项目包含课例研究的核心要素。利用该项目在义务教育学校中的渐进式推广，我们发现该项目改善了教学实践，并提升了学生的数学成绩。即使在干预结束很久之后，其对学生成绩的正向影响依然持续存在。该项目也通过了成本收益检验。（JEL I21, I26, I28, J45）
Abstract
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)