Purpose The purpose of this paper is to determine the challenges that Filipino Mathematics teachers face while developing students’ ability to derive the distance formula; allow teachers to collaboratively formulate a lesson designed to address the challenges they have identified from their own practice; and determine how successful the lesson was and how it can be improved so that other teachers dealing with similar difficulties may be able to implement it. The teacher-participants employed Lesson Study (LS) as an approach to improving pedagogical practice. Data were based on the pre- and post-lesson discussions and individual reflection papers of the teacher participants. Design/methodology/approach An action research methodology through LS approach was employed by the teacher participants. Data were based on the pre- and post-lesson discussions and individual reflection papers of the teacher participants. Findings Based on the post-lesson discussion, the teachers agreed that the process of creating a lesson that seeks to develop the students’ ability to derive formulas are crucial to building understanding of the underlying mathematical concept. Also, teachers’ participation in LS was found to have been insightful as it developed in them a greater appreciation towards establishing a professional learning community that is directed towards examining problems that concerns majority of the teachers involved. Originality/value Research in Philippine education has recently seen the increasing interest in LS as a potent pedagogical practice. Nonetheless, papers that report on LS practice in the local context remains to be lacking. This study contributes to the development of this research area and raises the need for Filipino Mathematics teachers to engage in both LS and action research to generate knowledge from their experiences.

中文翻译：

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走远距离：推导距离公式的课程研究

目的本文的目的是确定菲律宾数学教师在培养学生推导距离公式的能力时面临的挑战；允许教师合作制定课程，旨在解决他们从自己的实践中确定的挑战；并确定课程的成功程度以及如何改进课程，以便其他面临类似困难的教师能够实施。教师参与者采用课程研究 (LS) 作为改进教学实践的方法。数据基于教师参与者的课前和课后讨论以及个人反思论文。设计/方法/方法 教师参与者采用了通过 LS 方法的行动研究方法。数据基于教师参与者的课前和课后讨论以及个人反思论文。结果 根据课后讨论，教师们一致认为，创建旨在培养学生推导公式能力的课程的过程对于建立对基本数学概念的理解至关重要。此外，发现教师参与 LS 是有见地的，因为它使他们更加重视建立专业学习社区，该社区旨在研究涉及大多数参与教师的问题。菲律宾教育的独创性/价值研究最近发现，人们对 LS 作为一种有效的教学实践越来越感兴趣。尽管如此，仍然缺乏报告当地背景下 LS 实践的论文。