Lesson Study in Mathematics

Please watch the following video in preparation if you are new to Lesson Study:


13:00-14:30 LECTURE 1 (including questions) - see below

14:30-15:00 Coffee break and mingling

15:00-16:00 LECTURE 2 (including questions) - see below

LECTURE 1 : Lesson Study as…
From Professional Development to Research in Math Education

by Prof. Dr. Stéphane Clivaz, Lausanne Laboratory of Lesson Study, Lausanne University of Teacher Education, Switzerland

Abstract. Lesson study is a collaboration-based teacher professional development approach that originated in Japan. In this process, teachers jointly discuss learning goals to plan, observe, analyze and refine actual classroom lessons. They report on the results so that other teachers can benefit from them. This multifaceted approach can be considered from many points of view. We present lesson study as teacher training, as resources’ development, as mathematics education research, as link between theory and practice and as a way to connect education professionals. We illustrate our reflexions using lesson study projects conducted in Lausanne Laboratory Lesson Study, particularly our work with a math lesson study group for primary school in-service teachers (grade 3 and 4).

LECTURE 2 : Inquiry based mathematics education and lesson study

by Jacob Bahn, PhD-student at IND

Notice: this part of the seminar also functions as the "start up seminar" for JB. Therefore, Jacob's phd-plan will be distributed to those attending and the discussion will focus on that, with the first comments and questions being provided by invited experts.

Abstract. I'll present my phd project in which I investigate conditions and potentials for mathematics teachers to do team based design and analysis of inquiry based teaching. Specifically, the research concerns the functioning of new design tools for teachers based on the Theory of Didactic Situations, Open-ended Approach and the Lesson Study format. That is, teachers from three different schools will do Lesson Studies and use design tools based on the Theory of Didactical Situations to design inquiry based lessons of mathematics based on principles and guidelines from Open-ended Approach.