VERTICAL LESSON STUDY VERTICAL LESSON STUDY TO BRING COHERENCE IN PRIORITIZING STUDENT CONTRIBUTION AND VOICE

This article tells the story of a team of K-6 teachers who engaged in action research through Lesson Study to build equitable classroom structures through discourse-rich vertical tasks. Founded within the key recommendations of Catalyzing Change (NCTM, 2020), our community explored ways to prioritize student voice and distribute student mathematical contributions across more students within correlated patterning tasks.