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This study aims to examine elementary school mathematics teachers' awareness of the foundations of the new mathematics curriculum and to explore how these foundations are implemented in lesson planning and classroom practice, using the Lesson Study model as a tool for professional development.A qualitative research approach was adopted, relying on classroom observations and structured interviews with a sample of mathematics teachers in an elementary school.The findings revealed that teachers' initial knowledge of the curriculum foundations was limited and that classroom implementation was insufficient, with a noticeable reliance on the textbook.However, the application of Lesson Studybased on collaborative planning, observation, analysis, and reflection-contributed to enhancing teachers' professional awareness of the curriculum foundations and improving their instructional practices.It also led to deeper mathematical dialogue, greater use of higher-order thinking questions and instructional aids, and increased student participation and conceptual understanding.The study recommends strengthening professional development programs grounded in collaborative work and adopting Lesson Study as a sustainable model for effectively integrating the new curriculum foundations and improving the quality of mathematics teaching at the elementary level.