Abstract
Coupled with teacher training and fieldwork, on-going professional development is crucial for effective teaching. The habit of reflection including observational and communicative skills as well as analysis and problem solving strategies helps mathematics teachers to become competent in their teaching. It includes lesson study, a teacher-oriented professional development program, which has been one of the most effective ways to support mathematics teachers’ reflection in a collaborative working environment. The purpose of this paper was to examine how lesson study influences mathematics teachers’ reflection. Data gathered from multiple observations and interviews were analyzed qualitatively to reach a suggestion that mathematics teachers should integrate lesson study into teaching practices to foster reflection as an important facet of growth in teaching abilities.
Keywords: Lesson study, reflection, professional development, mathematics teachers.