The purpose of this paper is to review the research concerning the use of lesson studies in the education of secondary school prospective mathematics teachers. It discusses the adaptations made on the designs, the aims and outcomes established, the processes used, and the needed improvements in the experiences reported so far.,The scientific studies reviewed were identified in a Google search, using the key words “lesson study”, “mathematics”, and “secondary.” The identified material was recorded in a database and the themes for the analysis cover the planning, execution, and reflection phases of a formative process.,The paper identifies the several pending issues regarding the use of lesson studies in prospective teacher education such as defining the aims, establishing the relationships among participants, scaling, and adapting lesson studies for the particular purpose of educating future teachers.,At a practical level, this review suggests that lesson studies in pre-service teacher education must have a clear formative aim. It also shows that many formats are possible and must be chosen according to the specific conditions. In addition, it suggests the need for research regarding the definition of the aims, the working relationships established among participants, the problem of scale, and the problem of adaptation or simplification.,The paper identifies the key issues in the design of lesson studies in initial teacher education. It argues that besides signaling the positive outcomes, more critical (or self-critical) investigations are needed, e.g. using external researchers as “critical friends”, which address their difficulties, limitations, and drawbacks in a more thorough way.

中文翻译：

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初级数学教师教育的经验教训

本文的目的是回顾有关课文在中学未来数学教师教育中使用的研究。它讨论了对设计的调整、确定的目标和结果、使用的过程以及迄今为止报告的经验所需的改进。,在谷歌搜索中确定了所审查的科学研究，使用关键词“课程研究” 、“数学”和“中学”。确定的材料被记录在一个数据库中，分析的主题涵盖了形成过程的计划、执行和反思阶段。,本文确定了关于在未来教师教育中使用课程研究的几个悬而未决的问题，例如定义目标、建立参与者之间的关系、规模化、并针对教育未来教师的特定目的调整课程研究。在实践层面上，本评论建议职前教师教育中的课程研究必须具有明确的形成目标。它还表明，许多格式都是可能的，必须根据具体情况进行选择。此外，它建议需要对目标的定义、参与者之间建立的工作关系、规模问题以及适应或简化问题进行研究。,本文确定了课程研究设计中的关键问题最初的教师教育。它认为，除了表明积极的结果之外，还需要进行更多批判性（或自我批判）的调查，例如使用外部研究人员作为“批判性朋友”，解决他们的困难、局限性、