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PurposeThe purpose of this study was to explore middle and secondary mathematics preservice teachers' (PST) perceptions of the benefits, challenges and impacts of implementing lesson study.Design/methodology/approachThis paper presents a single case study in the university context. Embedded units of analysis included a group of middle and a group of secondary mathematics PSTs, who were in the internship year of a teacher preparation program.FindingsThis paper presents several perceived benefits, challenges and impacts according to PSTs. PSTs indicated benefits included their focused student observations and their collaboration in lesson design. Perceived challenges included observing as a nonparticipant observer and aspects of planning. The different impacts occurred in three phases: planning, observing during teaching and reflection.Research limitations/implicationsFirst, the study participants included a small group of middle and secondary mathematics PSTs from one university in central Texas. Second, the PSTs in this study were not able to reteach the lesson, which may have influenced their perceptions.Practical implicationsMathematics teacher educators could use insights from this study as they implement lesson study or other field experiences to support PSTs in their growth as mathematics teachers.Originality/valueThis paper examines PSTs' perceptions, which could benefit mathematics teacher educators as they consider how to introduce or implement lesson study with PSTs.

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Because of their brief nature, vignettes are a strategic way to highlight or explore complex instructional practices. Using a qualitative approach, we examined how the use of vignettes in a Vignette Activity Sequence contributed to secondary mathematics preservice teachers' understanding of the Mathematical Practices and the Mathematics Teaching Practices. By examining three vignettes used in two iterations of a secondary mathematics methods course, the researchers found that preservice teachers were able to draw connections between the vignettes and their own teaching experiences. However, some misconceptions or incomplete understandings related to the practices were revealed. Preservice teachers sometimes provided vague evidence when identifying particular practices in the vignettes that did not clearly indicate if they understood the practices. Taken together, the researchers found the Vignette Activity Sequence to be a valuable formative assessment that could be used to inform instruction in a secondary mathematics methods course. These findings have implications for teacher preparation programs and mathematics teacher educators.

Research favors active learning through STEM disciplines to improve understanding; however, opportunities for well‐aligned STEM integration presented challenges for Northside Independent School District (NISD). First, state standards did not align across contents and grade levels. Second, the standardized tests created a lack of flexibility to adjust the pacing and sequencing of instruction. Third, there was a lack of resources that supported each of the content areas in an integrated and aligned STEM learning experience that benefited the individual content areas. To address these needs, Northside ISD used innovative practices to overcome their challenges with writing a middle school STEM curriculum. Despite the lack of resources available, the middle school curriculum and instruction team addressed these challenges by re‐sequencing standards, developing Design Challenge research opportunities, and identifying a unique STEM Context that could be carried throughout an instructional unit. This innovation addressed each core content area with fidelity and allowed for STEM alignment while also exposing students in the district to unique STEM opportunities.