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The role of the teaching and observation phases in the lesson study methodology

Abstract:

This work aims at presenting the detailed analysis of the implementation phase and contrast it with the reflection phase of a Lesson Study experience. To do this, we did a didactic analysis of a video about an instructional process about space geometry in a context of a Lesson Study in Chile, using theoretical tools of the Onto-semiotic Approach. Results show that the lesson implementation detailed analysis allows us to observe relevant aspects that were not noticed by the group of teachers in the reflection phase of the Lesson Study. We conclude that the teaching and observation phases should be given a more important role in the Lesson Study methodology, for instance, reaching an agreement on what has been observed before starting the reflection phase.