Lesson Study: from professional development to research in mathematics education

Abstract

Lesson study is a collaborative model of teacher professional development, which originated in Japan and has spread around the world. The aim of this paper is to present my reflections on some aspects of this multifaceted model. I present lesson study as teacher training, as resource development, as teacher research, as mathematics education research, as a way to connect education professionals and as a link between theory and practice. I illustrate my reflections using lesson study projects conducted in Lausanne Laboratory Lesson Study (3LS), in particular focusing on my work with a math lesson study group for primary 3 and 4 in-service teachers.