Abstract

In the lesson study approach, researchers and teachers work together to solve teaching and learning problems identified by practitioners. This paper presents three examples of lesson study conducted with different audiences (primary and secondary) in mathematics and physics. The authors analyze the different postures built and adopted by researchers in each of these situations and try to identify some conditions and constraints more or less favorable to building a partnership between researchers and practitioners. The lesson study’s approaches seem to be part of collaborative research, under certain conditions, especially in connection to researchers postures that accompany these research groups. These conditions meet the idea of the double likelihood that characterizes collaborative research.