Collaborative Lesson Research

The Collaborative Lesson Research group (CLR) is an independent group of maths educators that aims to support teachers' professional learning through collaborative action research in classrooms. It promotes high quality lesson study practices that are situated in a culture where teachers aim to become expert practitioners by: - researching their classroom practice - working collaboratively within and across schools with shared ownership and responsibility - drawing on research knowledge and outside expertise. The group’s fundamental aim is to develop teachers' professional capital as mathematics educators.

Conference 10th July 2017
Lesson study: Lost in translation?
Collaborative Lesson Research Launch Conference

Lesson study is now popular in the UK. However, many UK models miss out several of the critical features of Japanese lesson study; much has been lost in translation. The conference is organised by a group of British mathematics educators who have worked on lesson study closely with Japanese experts in the past five years, with a view to highlighting the key elements of lesson study essential for the UK to help our teachers become proficient in ‘deep teaching.’ The day will provide an excellent opportunity to experience Collaborative Lesson Research through a series of workshops.

Link to resources from the day HERE

Towards a sustainable model for the professional learning of mathematics teachers

On these pages we share some of the resources that we hope will enable you to get started with lesson study.
Throughout, we focus on mathematical problem-solving processes.

Geoff Wake, Malcolm Swan, Colin Foster
Centre for Research in Mathematics Education
School of Education
University of Nottingham

Summer Term 2014

Important details for project groups are here.

The pilot study (2012-13)

During 2012-13 the Bowland Charitable Trust sponsored a small-scale pilot project to investigate the potential of “Japanese Lesson Study” to support the professional learning of mathematics teachers. This was carried out in collaboration with the IMPULS group at Tokyo Gakugei University. The model involved groups of teachers and HEI representatives in the collaborative design and deep study of “research lessons” that focus attention on mathematics-specific pedagogical knowledge and impact on student learning.

The current study (2014-16)

This work is now being continued and extended with the support of the Nuffield Foundation. The plan is to extend and further develop the pilot to develop and trial:
  • A sustainable model of HEI-school partnerships that supports the long term professional learning of communities of mathematics teachers;
  • A toolkit of resources required for the faithful and effective dissemination of this model.
The project will, in the first of two years, introduce Lesson Study processes for mathematical problem solving across a total of eight clusters of between two and four schools centred on four HEIs. In parallel, tools to support this work will be developed and piloted. In the second year a further five HEIs will take part, informing the project of issues of scalability, and the tools will be further refined. The main outcome of the project will be an established ‘proof of concept’ of HEI-school partnerships together with the resources that will support its further expansion.