This article analyses lesson study as a mode of professional learning, focused
on the development of mathematical problem solving processes, using the lens of cultural￾historical activity theory. In particular, we draw attention to two activity systems, the
classroom system and the lesson-study system, and the importance of making artefacts
instrumental in both. We conceptualise the lesson plan as a boundary object and use this to
illustrate how professional learning takes place through the introduction of carefully
designed artefacts that draw on teachers’ professional knowledge of potential student
approaches, and to the nature of progression in problem-solving processes. We identify the
roles of instrumentalisation and instrumentation in supporting professional learning as
these artefacts are prepared for use before a lesson and as they are again used as catalysts
for reflection in post-lesson discussions. These artefacts are seen to effectively facilitate the
socially situated learning of all participants. We conclude that the design of artefacts as
boundary objects that support teaching and professional learning in their respective activity
systems may be fundamental to the success of lesson study as a collaborative venture.

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Perpustakaan FITK Pusat

Tersedia

• Professional learning through the collaborative design of problem-solving lessons

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