Promoting math teacher active learning with the lesson study approach A case study of in-service teachers' perspectives

Purpose Recent years have seen a movement toward using active learning to ground professional development in classroom practice. The paper aims to discuss this issue. Design/methodology/approach The present case study describes how a group of middle school mathematics teachers improved classroom instruction through the use of lesson study. Findings This case study suggests the success of the lesson study in supporting teachers' active learning. Originality/value For the lesson study, teachers' active learning is assessed across four dimensions.