Investigating potential improvements of mathematics student teachers' instruction from Lesson Study

This paper reports from a project where Lesson Study (LS) was implemented in the field practice component in four subject areas of two teacher education programs at one Norwegian university. Previous analyses of data from interviews and mentoring sessions indicate that mathematics was a challenging case that makes it interesting to investigate further. In the present study, we analyze classroom observations with the Classroom Assessment Scoring System (CLASS) in order to investigate potential improvements from the intervention. The results indicate that there were no significant differences between the control group and the intervention group. Possible explanations for this are discussed and implications for future implementations of LS in field practice are suggested.