Does the “Boost for Mathematics” Boost Mathematics? A Large-Scale Evaluation of the “Lesson Study” Methodology on Student Performance
评估瑞典全国性教师发展项目“数学提升”的效果，发现其基于课例研究的核心内容改善了教学实践并长期提升学生数学成绩，且通过成本效益检验。
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.