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Retricted access

Research article

First published 2020-11

Noticing Student Mathematical Thinking Within the Context of Lesson Study

Pınar Guner, Didem Akyuz

Journal of Teacher Education

Open access

Research article

First published 2025-12

Revisiting classroom practices: A longitudinal case study of early career teacher noticing transformation through school-based mathematics lesson study

Hyomin Kang

Asian Journal for Mathematics Education

Open access

Research article

First published 2022-6

Integrating research into practice: The growth of collective pedagogical content knowledge for primary mathematics via lesson study

Ida Ah Chee Mok, Yee Han Park

Asian Journal for Mathematics Education

Open access

Review article

First published 2023-12

A scoping review of mathematics teachers’ learning and professional growth through lesson studies

Meixia Ding, Rongjin Huang, Catherine Pressimone Beckowski [...]

Asian Journal for Mathematics Education

Open access

Research article

First published 2025-9

Discourse trajectories in mathematics classrooms: An empirical study of preservice teachers in Ghana

Edmund Anamboi Aduko, Peter Akayuure

Asian Journal for Mathematics Education

Open access

Research article

First published 2023-6

Integrating computational thinking into primary mathematics: A case study of fraction lessons with Scratch programming activities

Xiaoxuan Fang, Davy Tsz Kit Ng, Wing Tung Tam [...]

Asian Journal for Mathematics Education

Open access

Research article

First published 2025-9

In-Service Mathematics Teacher’s Professional Noticing of Exemplary Video Lessons Through Two Frameworks: An Exploratory Study in China

Kexin Chen (陈可欣), Qiaoping Zhang (张侨平), Mi Yeon Lee (이미연) [...]

ECNU Review of Education

Open access

Research article

First published 2025-7

Effects of Lesson Study on the Perceived Teaching Competencies of Mathematics and Special Education Teachers

Michel P. Basister, Jöran Petersson, Rowena D. T. Baconguis

Sage Open

Open access

Research article

First published 2025-9

Using Framing Theory to Facilitate the Influence of Collaborative Learning on Teacher Noticing: A Case of Chinese Lesson Study

Siyu Zuo (左思宇), Chunxia Qi (綦春霞)

ECNU Review of Education

Open access

Research article

First published 2025-4

Lesson Study as a Tool for Improving Teachers’ Transformative Assessment Practices

Adula Bekele Hunde, Melaku Takele Abate, Abbi Lemma Wedajo

Sage Open

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