Building a Community of Practice: Mathematics Education Faculty and Graduate Students’ Collaboration through Lesson Study

• In Event: Transforming through Lesson Study: Building Collaborative Communities for Equitable and Engaging Learning

Abstract

Lesson Study (LS) in higher education creates more than improved teaching–it fosters communities of practice (CoP) that transform faculty-graduate student relationships. This study examines how CoP developed among three faculty and six graduate students engaged in semester-long LS in mathematics education. Using thematic analysis of reflection forms and meeting artifacts, we identified four themes: collaborative goal setting, open communication, mutual learning, and practical task collaboration. The findings will contribute to understanding how LS can serve as a vehicle for creating collaborative learning communities in higher education settings and provide insights into the role of reflection in facilitating community development. This research offers practical guidance for educators seeking to implement collaborative LS that transcends traditional hierarchical boundaries in academic contexts.

Authors

• Hongze Zhu, University of Florida

• Melissa M. Soto, University of Florida

• Aimaral Tabarak, University of Florida

• Kristen Apraiz, University of Florida

• Sheida Moghtader Eslami, University of Florida

• Ri Ayat Ainul Bashirah, University of Florida

• Kayla Sutcliffe, University of Florida

• Hong Zhang, University of Florida