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Lesson study as a collaboration of learning allows a teacher identifies detailed learning interaction patterns that occur in the class. Therefore, this study aims to identify interaction patterns in learning mathematics through the stages: plan, do and see. This study was conducted in 3 cycles involving a teacher and some lecturers as observers. It is a qualitative study with observation techniques. Observation data described in depth and narratively. The result shows that the interaction patterns of students in cycle 1 were linearly from teacher to student (T S), in cycle 2 was a circle from teacher-students-teacher (T-S-T), and in cycle 3 was polygon form of teacher-students-students-teacher (T-S-S-T). Keywords—lesson study, interaction patterns, mathematics,

Students’ Interaction Patterns in Learning Mathematics Based on Lesson Study