Abstract
This study explored how two lesson study groups developed the teachers’ expertise in mathematics instruction in China from the perspective of deliberate practice. The two lesson study groups, respectively, rehearsed and taught six research lessons on the same topic of division with fractions. They collaborated with knowledgeable others to develop research lessons based on a hypothetical learning trajectory. Guided by the learning trajectory, through exploring the deliberate practice of perfecting teaching of division of fraction, teachers developed their expertise with enacting two core practices of teaching mathematics, including revision of mathematical tasks and revision of mathematical representations.
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