What's going on backstage? Revealing the work of lesson study with mathematics teachers

Abstract

In this project twelve mathematics teachers in four Canadian schools, ranging in experience levels from novice to over twenty years, engaged in Japanese Lesson Study cycles. Their focus was on the use of interactive whiteboards and manipulatives as supports to student learning in mathematics. These teachers identified a variety of 'backstage activities' during the formal Lesson Study cycle, including, for example, researching, playing with mathematics concepts, co-planning, and reflecting-in-action. Teachers and researchers recognized the 'in-between activities' as essential building blocks of a successful Lesson Study cycle and that these more informal backstage activities represented significant work and commitment of the teacher teams in supporting one another in their mathematics professional development. © 2011 Springer Science+Business Media B.V.