Lesson study is a professional-development process in which teachers collaboratively plan, execute, observe, and discuss lessons in the classroom. Lesson study can be implemented in a college environment to develop and improve the teaching skills of both new and experienced faculty. Focusing on a single lesson allows the lesson study participants to conduct an in-depth investigation of teaching and learning issues and can produce a lively exchange of ideas about teaching and learning among faculty, graduate students, and undergraduate students in a nonevaluative setting.

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We investigate how an inquiry-oriented, dynamic, open-source calculus textbook shaped one college instructor's planning. We rely on Dietiker et al. 's [(2018). Research commentary: Curricular noticing: A framework to describe teachers' interactions with curriculum materials.

and overview. Calculus has remained for a long time an essential foundation for further work in mathematics, the sciences, engineering, business and economics, and many other areas. New technologies, new teaching methods, and new educational research have led in recent years to new approaches to content and pedagogy of calculus courses, and sometimes to controversy. Participants were invited to share ideas, experiences, and opinions, from a rich variety of mathematical, educational, national, and cultural perspectives. Sessions included brief talks and presentations, a panel discussion, and some free and active discussion of key ideas and issues raised by speakers and presenters. (These elements are summarized below.) Ms. Mikiko SASAGO provided useful translations between Japanese and English.More than 70 people, representing about 20 countries, participated in all or part of TSG 3 activities. Meetings were held in two 90-minute sessions, on 1 and 2 August 2000, at the Chiba Institute of Technology.

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