The VIDEO-LM* project (Viewing, Investigating and Discussing Environments of Learning Mathematics), aims to improve mathematics teaching through enhancing the reflective skills of teachers. The central means to achieve this is by creating a collection of videotaped lessons that serve as learning objects and sources for discussions with teachers. The project introduces a unique framework for analyzing videotaped lessons, which directs teachers to consider the following components of the lesson: (1) mathematical and meta-mathematical ideas around the lesson’s topic; (2) explicit and implicit goals that may be ascribed to the teacher; (3) the type of tasks selected by the teacher; (4) the nature of the teacher's interactions with students; (5) dilemmas and decision-making processes; and (6) beliefs about mathematics and its teaching as inferable from the teacher’s actions. Our working assumption - supported by preliminary findings - is that teachers, discussing “remote” teaching events in a supportive atmosphere which does not focus on evaluative feedbacks, will eventually enhance their self-inspective abilities and their awareness to their own teaching decisions. This presentation will describe the rationale of the project and the framework of analysis, and report results from two years’ work with several groups of secondary mathematics teachers.