This paper presents a detailed analysis of the post-lesson reflection, carried out
in the context of eight cases of lesson study conducted by teams of Danish, lower sec￾ondary prospective teachers and their supervisors. The participants, representing different
institutions, were all new to the lesson study format. Nevertheless, it is demonstrated how
their interaction shape the development of discourse about mathematical learning. The
anthropological theory of the didactic is employed as the theoretical approach to analyse
the mathematical and primarily didactical praxeologies developed and discussed during the
meetings. The study investigates what happens when lesson study, a well-established
Japanese ‘‘system’’ for professional teacher development, is transposed to another
educational and cultural context, with the aim of enhancing prospective teacher learning
during the practicum of a teacher education programme. The findings highlight significant
different positions in the discourse during the post-lesson reflection. Specific practice￾related knowledge is developed, to the benefit of prospective teachers, educators and
researchers alike. This kind of knowledge is of interest and concern to the whole profession
of mathematics teachers and the analysis adds to our insight into the potential of lesson
study in prospective education as a meeting place where pertinent actors contribute to the
expansion and dissemination of shared professional knowledge.

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• Lesson study in prospective mathematics teacher education: didactic and paradidactic technology in the post-lesson reflection

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