ONE TEACHER, TWO LESSONS: THE LESSON STUDY PROCESS
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In this paper, we analyze 2 lessons by 1 teacher that took place during a lesson study (LS) cycle for a team of elementary mathematics teachers. We analyze the data on 2 levels: macro-level analysis, dealing with lesson structure and setting; and micro-level analysis, zooming in on mathematical tasks and the quality of whole-class discussion. We analyze teacher participation in LS to identify the main mechanisms leading to changes in teaching observed between the 2 lessons. We argue that collaborative noticing, collaborative awareness, and brainstorming are the core mechanisms of teacher change in the course of LS.
Key wordsbrainstorming collaborative awareness collaborative noticing lesson quality lesson study mathematical task
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