Lesson study, a form of teacher professional development, has grown in popularity in the United States over the past decade. A key tenet of lesson study is that teachers will increase their knowledge of effective instruction by planning a lesson and analyzing its enactment. This work describes a method of representing conversations graphically along with a scoring system that quantitatively measures features in these representations that indicate whether teachers are making connections between their teaching actions and student learning. These methods are then applied to conversations among teachers discussing a mathematics research lesson. Further refinements of these methods may lead to a tool that will help researchers evaluate the effectiveness of lesson study in local contexts. (Contains 5 figures.)