Theory building classroom-based research in mathematics teacher education through Lesson Study

Work in the mathematics education area values and attends to bridging the theory-to-practice divide in education and focuses on theory-in-action. Consequently, investment in research and professional development across the last two decades utilising Lesson Study (a collaborative and iterative form of classroom-based professional development with teachers who test and refine content in the context of classroom teaching) has supported hundreds of pre-service teachers in developing content knowledge and innovative pedagogies for use in primary classrooms. This Lesson Study research has widespread knowledge transfer beyond those directly involved annually (through video case studies, practitioner and academic papers). This work has seeded and developed mechanisms that facilitate teacher professional learning and curriculum development in the fast-emerging and innovative areas of mathematics education at early childhood, primary level and initial teacher education.