NYSESAM: A report on the NySeSam pilot project:Curious Collaborative Observation of Mathematics Teaching

Mathematics education, Video observation, Lesson Study

NySeSam is a Danish pilot project designed to strengthen mathematics teaching in primary schools by developing and testing a practice-oriented model for teacher professional development. The project integrates three key components: video-based supervision, teacher collaboration, and structured problem-solving.

Participating mathematics teachers engaged in a structured professional development programme comprising workshops, collaborative lesson planning, implementation of structured problem-solving, and systematic supervision based on classroom video recordings. Students’ mathematical progress was monitored using a specially developed testing tool.

Qualitative findings, derived from interviews with participating teachers, indicate significant professional growth. Teachers reported greater sensitivity to students’ mathematical reasoning, increased reflection on their own educational practices, and an enhanced ability to connect theory and practice. The collaborative format—particularly the integration of peer discussion and video-based supervision—was consistently highlighted as a catalyst for deeper learning and increased instructional awareness.

Quantitative data from student tests suggest positive trends in learning outcomes, with some indication of increased mathematical engagement and reasoning among students who participated in the intervention. These initial findings provide a promising basis for future large-scale impact studies.

The project has also identified a set of practical and pedagogical principles critical to the success of such professional development initiatives. These include allocating sufficient time for reflection and change, organising teachers in collaborative teams, conducting one supervision cycle per month, and ensuring access to meaningful student assessment data. In addition, the project developed a detailed manual for video-based supervision, which offers a research-informed structure for guiding reflective teaching conversations and has potential for broader application in teacher education.

NySeSam demonstrates that it is possible to create a meaningful and sustainable link between teaching classroom practice and teacher learning. Through its structured yet adaptable design, the project contributes valuable insights into how mathematics teachers can be supported in developing structured problem-solving teaching practices. As such, NySeSam lays the groundwork for future scaling and provides a model for impactful, evidence-informed professional development in mathematics education.

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