Leong, Yew Hoong

In this article, we confront the (hardly acknowledged) issue of uneven learning among members of Lesson Study teams. The site of research is a Singapore secondary school where the mathematics department had been involved in a number of Lesson Study projects over a five-year period. Based on interviews with two mathematics teachers who had different backgrounds and histories of participation in these projects, we examine the trajectories of their learning in a most recent Lesson Study on Number Patterns. We conjecture lessons for teacher development in relation to the framing concept of “standpoints”.