Mohammad Reza Sarkar Arani’s research while affiliated with Nagoya University and other places

This article analyzes Malaysian and Japanese educators’ reactions to a mathematics lesson observed by a subset of researchers. The main aims are to reveal the cultural scripts about mathematical learning that are held by, but often invisible to, members of a culture; and to address educators’ conceptions of teaching mathematics across cultures. This study’s emphasis is placed largely on understanding the logic behind the teaching scripts and the underlying epistemology of teacher pedagogical decisions. A qualitative analytical approach identifies the idea that focus on a single problem during a whole lesson enables opportunities for deeper learning (Japanese participants) or may be boring for students (Malaysian educators), and explores the value of, or problems associated with, extrinsic rewards. This research stands to make an important contribution, both through its novel method, and in its specific ideas about desirable qualities of mathematics lessons and how these might differ from the viewpoint of individual cultures.

This research is based on an approach that looks at cross-cultural research design as a “lens” for a deeper understanding of what goes on in the classroom. The research question is how a cross-cultural study like this one can lead to identifying the cultural script of teaching and help educators reflect on their practice. In this context, Chinese lessons could be described as a case-based study of pedagogical reasoning that drives a shift from focusing on “content” to “competence”. This article draws on qualitative data collected by the researchers and a cross-cultural analysis of a science lesson in an elementary school in Beijing, China. Using the Japanese educators’ critiques and Chinese reviews, the article determines the cultural script of teaching science (the first research question) and the way Chinese teachers reflect on their practice through the Japanese lens (the second research question). This study exposes the importance of teachers’ understanding and reflecting on their practice, technically, practically, and critically. The analysis results show how teachers learn to change their lenses, to reflect on their teaching and reconstruct their understanding about teacher professionalism through at least four basic elements: didactics, praxis, pedagogy, and theory.

The aim of this study is to elucidate the neriage-based teaching script shared by Japanese teachers as tacit knowledge and to visualize (where visualization means to bring a focal awareness to) the ethos and understanding that supports this, through analysis of three case-based studies of mathematics lessons from different time periods.The first case-based study/analysis is of a lesson – how many acorns did we pick up? – in which each child tackles the learning task and problem solving individually (1966, City T.). The second case-based study/analysis is a lesson – how would you find the grassy area? – in which children’s ideas are compared (1996, City N.). The third cased-based study/analysis is a lesson – how much did it all cost?- that utilizes the diversity of children’s ideas (2014, City K.). The authors examine critically the aspects of neriage that have changed over time in relation to the global world pedagogical trends and those that have not as Japanese pedagogical perspective, and discusses the teaching script (the visible structure) present in the lessons, and the ethos (the invisible mindset, such as the philosophy, attitude, beliefs etc.) behind it.KeywordsAuthentic learningCollaborative learningCritical thinkingDeep thinkingDialogic teachingJapanJapanese teachersMathematics lessonsNeriageNeriage-based teaching script

This study aims to examine how cross cultural analysis can lead to deeper understanding of the cultural script of teaching, and how teachers learn to transform their teaching script through a research-based transnational learning platform. In this study, emphasis is placed on a cross cultural analysis to view in depth the cultural script of teaching mathematics in Korea through the eyes of Japanese teachers and critical lenses of researchers’ feedback. The objective herein is to focus on the challenges whereby Korean teachers have to redesign teaching as they look at students as problem solvers. This cross cultural analysis attempts to determine the cultural script of teaching mathematics in Korea and improve the quality of teaching from the following two perspectives: 1) teacher teaching, and 2) student learning.

This study analyses the teaching scripts and structure of lesson practices of a Singaporean English teacher at two different levels of class through a comparative analysis. Specifically, it aims to clarify how his view of teaching as tacit knowledge determines the structure of the lessons. The emphasis here is on the examination of a Singaporean's teacher's view and his awareness of the students and their teaching materials at hand through the lens of Japan‐based educators and the implications for education policy.

This study aims to reveal the teaching script and structure of lesson practice of two seventh-grade Japanese mathematics teachers—a “novice” and “expert”—through comparative analysis of mathematics lessons. Specifically, it aims to clarify how the teachers’ views of teaching as tacit knowledge determine lesson structure and share the same culture in different forms in practice. This comparative analysis shows how the lessons can be described as sharing the same teaching culture in different forms from the following two perspectives: (1) methods of mathematical communication between teacher and students, and (2) approaches to dealing with mathematical concepts.

Purpose The purpose of this paper is to capitalize on the advantages of an evidence-based lesson analysis while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study approach. Emphasis here is on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. Design/methodology/approach This paper draws on data collected by the authors in a lesson study in Malaysia that aimed to provide a cross-cultural analysis of a Malaysian mathematics lesson (grade 10) through the eyes of Japanese educators. Data retrieved should determine the cultural script of a mathematics class in Malaysia with an emphasis on Malaysian teachers’ responses to students’ mistakes in class. The cross-cultural analysis of a lesson is a comparative method that reveals the hidden factors at play by increasing awareness of characteristics in classroom situations that are self-evident to all involved members. Findings The findings are intended to the cultural script of Malaysia in the context of “classroom culture regarding mistakes” and “mistake management behavior.” The impact on the quality of teaching and learning also discussed in relation to how it can be improved in practice from the following perspectives: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed. The data in Table II provide a meta-analysis of evidences of “classroom culture regarding mistakes” and “mistake management behavior” of the teacher from the Malaysian researchers and practitioners’ perspective as well as from the lens of the Japanese educators. Research limitations/implications This study realizes that both sets of research studies value the importance of mistakes. It is important to identify the source of students’ mistakes and further learn from them. In order to reveal the overall structure of the cultural script of lessons, we need to realize that various cultural scripts are at work in the production of any given lesson. In the future, the authors hope to develop the potential of this view of culture script of teaching through cross-cultural analysis for lesson study and curriculum research and development. Practical implications This study aims to capitalize on the advantages of evidence-based lesson analysis through the lesson study process while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study methodology. Social implications The authors need to obtain reflective feedback based on concrete facts, and for this reason “lesson study,” a pedagogical approach with its origins in Japan, is attracting global attention from around the world. This study focuses on the discrete nature, the progression, significance, and the context of lessons. That is, by avoiding excessive abstraction and generalization, reflection based on concrete facts and dialogue retrieved from class observations can be beneficial in the process. The mutual and transnational learning between teachers that occurs during the lesson study process can foster the building and sharing of knowledge in teaching practice. Originality/value There is currently little empirical research addressing “classroom culture regarding mistakes” which mostly represents how teachers and students learn from mistakes in the classroom. This study focuses on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. The following perspectives are examined: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed.

Purpose This study attempts to provide cross-cultural learning by focusing on a very important aspect of research, the study of teaching materials, known as Kyouzai Kenkyuu in Japan. The purpose of this paper is to investigate teachers’ views and awareness about the study of teaching materials, in particular, the views and awareness of Iranian teachers, who are beginning to understand their teaching practice and professional development through lesson study. Design/methodology/approach Qualitative research methods were employed for data collection. These methods included comparative analysis of an Iranian mathematics lesson from the perspective of Japanese educators and semi-structured interviews with all participants of the lesson analysis meetings. Findings The findings are intended to position Kyouzai Kenkyuu as an important aspect of Japanese lesson study and to make explicit the beliefs and values that underpin and shape pedagogical reasoning that support researchers and practitioners to improve the quality of teaching through lesson study. This was achieved through post-lesson discussion meetings, and the beliefs and values were those the participants were largely unaware of but could be clarified through a cross-cultural comparison. For instance, Japanese teachers focus more on learners and the study of teaching materials for raising the quality of teaching, whereas Iranian teachers focus more on the content of teaching and teacher behavior. Research limitations/implications This study delivers a transnational learning opportunity for teachers and researchers to learn how to provide evidence-based analysis of a lesson to raise the quality of teaching. However, as this is a case study and focuses specifically on Kyouzai Kenkyuu, it opens up the possibility for comparative analysis of more sample lessons and other aspects of Japanese lesson study. Practical implications It may be interesting for teachers and researchers to see how such a study could help them revise their quality of teaching through lesson study and construct shared knowledge about how to teach and to clarify “the pedagogical theories” that underpin such knowledge building. Social implications The value of this study is in its ability to reveal to educators their own unconscious teaching script and knowledge and “the pedagogical theories” that underpin such knowledge. It provides an opportunity for evidence-based critiques of our own teaching script, theory, view and values that we accept culturally, share tacitly and may not even be aware of in the construction process. Originality/value This study combines careful measurement with an “insider’s perspective” from Iran and an “outsider’s perspective” from Japan of differing educational concepts within the same subject area. The objective is to provide a deeper understanding of the real world of lesson study and how it can help educators to construct shared knowledge about how to teach in practice and to support teachers to revise the cultural context of teaching.

Purpose – The purpose of this paper is to examine a seventh grade mathematics lesson in Iran and Japan through a comparative analysis for illuminating what actually goes on in the classroom in different cultural contexts. Emphasis is here placed on Iranian oral and Japanese literal teaching traditions. Design/methodology/approach – Qualitative research methods were employed for data collection, including cross-cultural lesson analysis meetings in Iran and Japan and semi-structured interviews with the participants of the meetings. In doing this, the study plans to make apparent the structure of meaning hidden in lesson practice – a so-called cultural script of teaching – by comparing this practice in cultural context, through the eyes of educators from different socio-cultural perspectives. Findings – The findings are intended to clarify the mathematical communication approach used in Iran and Japan. Mathematical communication proceeds through speaking rather than writing in Iran, discussing before summarizing and taking notes (speaking/listening), while in Japan, it proceeds through writing before telling and speaking (writing/reading). Research limitations/implications – This study delivers a transnational learning opportunity for educators to learn how to provide evidence-based analysis of a lesson for professional learning to raise the quality of teaching. However, as this is a case study, it opens up the possibility for comparative lesson analysis of more sample lessons, and how active learning and dialogic teaching can be designed in different educational contexts. In addition, it may be interesting for educators to see how this comparative lesson analysis helps practitioners to revise their teaching. These are very important research questions which the researcher hopes to cover in his next manuscript. Practical implications – Comparative lesson analysis has the potential to expand more “research in practice” for designing mathematics lessons from the perspective of the students – so-called “customized teaching.” In addition, how the silent process of each individual student in the lesson has impacted on their learning and understanding – so-called “personalized learning” – is one of the issues arising from the case studies. Social implications – The value of comparative lesson analysis as a lens is in its ability to reveal to educators their own unconscious teaching script. It provides an opportunity for evidence-based critiques of our own teaching traditions that we accept culturally, share tacitly and may not even be aware of in the construction process. Originality/value – This study combines careful measurement with “insider” and “outsider” perspectives to provide a deeper understanding of the real world of the classroom and the cultural context of teaching.

Purpose – The purpose of this paper is to examine an Iranian mathematics lesson through the eyes of Japanese educators, and the critiques of Iranian teachers for raising the quality of teaching. In this paper, the Japanese lesson study process is considered as an approach to raising the quality of teaching. Design/methodology/approach – Qualitative methods including pre-lesson planning, peer observation of the lesson, post-lesson discussion, and semi-structured interviews with the participants of the post-lesson discussion meetings in Iran and Japan were employed for data collection. A detailed description and analysis of the lesson is provided for deep understanding of students’ mathematical communication in the class and teachers’ points of view in the post-lesson discussions about raising the quality of teaching. Findings – The findings are intended to clarify the significant influence that cross-cultural analysis has exerted on raising the quality of teaching and developing a culture of transnational learning that supports teachers to design appropriate learning tasks, to conceptualize mathematical phenomena, and to provide mathematical communication which encourage students to participate more in classroom activities. Research limitations/implications – This study provides a transnational learning opportunity for Iranian teachers to learn from Japanese educators how to deliver evidence-based analysis of a lesson for raising the quality of teaching in practice, look culturally and differently at what actually goes on in the classroom, and localize lesson study as a global approach to the “science of improvement.” However, issues to be considered in future studies include how such “small changes” can be linked together in local communities to expand the improvement from bottom up, and how to facilitate collaboration with the global community to expand transnational learning. Practical implications – Traditionally in Iran, there are a variety of teacher training programs but there are no examples of lesson study like those that take place in Japan as a model of practitioner inquiry for raising quality of teaching. Hence, it can be said that Japanese lesson study may provide a new approach of transnational learning in the Iranian education context for building a “science of improvement.” Social implications – In the case of Iran, especially at the elementary school level, teachers do not have enough preparation or experience. Therefore, raising the quality of teaching through lesson study that has an actual impact on teacher and teaching quality and developing a “science of improvement” has become a pressing concern in national and international contexts. Originality/value – The case study shows that the transfer of the Japanese model of lesson study plays a significant role in harnessing the potential of students and teachers as well as teachers themselves by improving teaching. Efforts by teachers to communicate and learn from each other’s strengths, in fact lead to the realizing of the students potential and thinking process. In particular, it helps supply more open-end and in-depth task learning, which anticipates student thinking, understanding, recognizing and questioning.