Promoting math teacher active learning with the lesson study approach: A case study of in-service teachers’ perspectives

PurposeRecent years have seen a movement toward using active learning to ground professional development in classroom practice. The paper aims to discuss this issue.Design/methodology/approachThe present case study describes how a group of middle school mathematics teachers improved classroom instruction through the use of lesson study.FindingsThis case study suggests the success of the lesson study in supporting teachers’ active learning.Originality/valueFor the lesson study, teachers’ active learning is assessed across four dimensions.