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This study focuses on a lesson study adaptation for bridging prospective teachers’ experiencesin a methods course and their field experiences in a teacher education program in Puerto Rico. We ask, what opportunities for teacher learning emerge during discussions in lesson study? Two lesson study teams of secondary mathematics prospective teachers, each led by an experienced mentor, planned technology-based lessons. Using the theoretical framework for lesson study by Lewis and colleagues, we analyzed video recordings of the teams’ discussions. The results show learning opportunities in the three dimensions of the framework: teachers’ knowledge and beliefs, the creation of a professional community, and the development of teaching–learning artifacts. The mentors leveraged prospective teachers’ knowledge, built on topics discussed in the methods course, and created a professional learning community. Three resources introduced in the methods course supported the creation of a hybrid space connecting academic and practitioner knowledge: shared language about teaching moves for using technology in math instruction, the mathematical proficiency framework, and a lesson plan template. The mentors drew upon their subject matter and pedagogical knowledge during their facilitation of lesson study. The intervention exemplifies a lesson study adaptation that is feasible in the context of a teacher education program. 

Purpose The authors developed a lesson study innovation for bridging pre-service teachers' experiences in an early methods course and clinical experiences focusing on the development of technological pedagogical content knowledge (TPACK). The authors analyze one planning meeting by a lesson study team comprised of four pre-service teachers and one cooperating teacher. The purpose of this research was to determine the nature of documentation during the online planning meeting and how the cooperating teacher facilitated the documentation process. Design/methodology/approach The authors used Gueudet and Trouche's (2009) documentation framework to determine the way the lesson study team in our study used all the resources available to plan a lesson. They analyzed the video recordings of the meeting to examine the interplay between material, didactical and mathematical components during the discussions. The material components included the Teacher Desmos Activity Builder and the eTextbook. The didactical components included assessment, scaffolding, multiple representations and problem-solving activities. The mathematical components pertained to systems of linear equations and inequalities with two variables. Findings The authors’ findings show that the cooperating teacher performed an invariant set of actions for improving the research lesson and, also, gave recommendations about how to implement the lesson. In facilitating the planning discussions, the cooperating teacher made explicit the relationship between material, didactical and mathematical components. The authors’ work has implications for supporting the preparation of facilitators of online planning sessions during lesson study. Research limitations/implications The authors did not have access to the planning meeting where the PSTs created the draft of the research lesson. In addition, they are reporting the observations of only one online meeting. Originality/value The authors’ work has implications for supporting the preparation of facilitators of online planning sessions during lesson study. 

The context of this study is an innovation using Lesson Study (LS) (Lewis et al., 2019) to establish connections between methods courses and clinical experiences. Although several researchers have recognized the importance of field experiences in mathematics teacher education (Bieda et al., 2015) there are few that focuses on determining mentors´ knowledge. We use four hypothetical situations to explore how mentor teachers would use their knowledge to manage problems that could surface during Lesson Study. Data was analyzed using the discursive patterns described by Horn (2010) and the Toulmin´s (1958) model. 

The context of this study is an innovation using Lesson Study (LS) (Lewis et al., 2019) to establish connections between methods courses and clinical experiences. Although several researchers have recognized the importance of field experiences in mathematics teacher education (Bieda et al., 2015) there are few that focuses on determining mentors´ knowledge. We use four hypothetical situations to explore how mentor teachers would use their knowledge to manage problems that could surface during Lesson Study. Data was analyzed using the discursive patterns described by Horn (2010) and the Toulmin´s (1958) model. 

Mathematics pre-service teachers must learn how to use tools like scientific calculators, Computer Algebra System (CAS), text processors and dynamic mathematical environments. These tools allow users to work with mathematical objects, perform specialized tasks, respond in a defined mathematical way, and transmit mathematical knowledge (Dick & Hollebrands, 2011). To achieve the integration of technology in Mathematics Education, the teacher’s role is very important, since their beliefs and knowledge will dictate how they use technology in the classroom (Julie et al., 2010). The goal of this research is to determine the beliefs and knowledge about technology and its integration into the teaching of mathematics by a group of pre-service teachers at the beginning of their first course of methodology in the teaching of mathematics at the secondary level (N=11). Interviews were conducted, and a questionnaire was administered to determine the profile participants use of technology at their schools and universities.