ABSTRACT  
The purpose of this study was to apply an adaptation of Japanese lesson study 
to secondary mathematics teacher education. Specifically, this study sought 
to determine the nature of planning and follow up meetings conducted during 
lesson study. An informal adaptation of lesson study was conducted with several 
groups. The groups consisted of two or three student teachers (interns) and 
one cooperating teacher (mentor).  Results indicated that the informal lesson 
study model that provided student teachers and cooperating teachers with a 
structure for meetings offered several benefits to preservice secondary 
mathematics teachers. There were, however, important features of lesson study 
that were not evident in this adaptation. 

		Academic Exchange Quarterly  Winter 2009: Volume 13, Issue 4  
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