数学促进计划真的促进了数学吗？关于课例研究方法对学生表现影响的大规模评估
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 · [{"name": "Erik Grönqvist", "affiliation": ["Uppsala University"]}, {"name": "Björn Öckert", "affiliation": ["Institute for Evaluation of Labour Market and Education Policy"]}, {"name": "Olof Rosenqvist", "affiliation": ["Macao University of Tourism"]}]
中文摘要
东亚国家的学生在国际评估中占据主导地位。对其成功的一种可能解释是采用“课例研究”来改进教学实践——这是一种教师共同规划、观摩并分析一堂课的协作过程。我们评估了瑞典一项包含课例研究核心要素的全国性教师发展项目——“数学提升”（Boost for Mathematics）。利用该项目在义务教育学校中的逐步推广，我们发现它改善了教学实践，并提高了学生的数学成绩。这一对学生成绩的正向效应在干预结束很久之后仍然持续。该项目还通过了成本—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)