This paper highlights the difference between the common approach to improving educational outcomes by aiming to improve the characteristics of teachers, with an approach through Lesson Study that is directly focussed on the teaching and learning process. It points out the value of the lesson proposal as an artefact of the design process and a public record to be shared with the profession. Lesson proposals include tasks that can be solved in multiple ways and carefully anticipated students' solutions. Lesson Study focusses on the mathematical activity and thinking of the students, and supports a continuous process of action and reflection to improve teaching and learning.
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