Language：English   Publishing type：Research paper (scientific journal)  

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.

DOI： 10.1007/s10671-016-9205-8

Scopus

Publisher：International Journal for Lesson and Learning Studies  

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.

DOI： 10.1108/IJLLS-07-2016-0018

Scopus

Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)  

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.

DOI： https://doi.org/10.1108/IJLLS-12-2016-0058

Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)  

This study aims to capitalize on the advantages of a cross cultural analysis while proposing a method of research on teaching that offers opportunities for deeper reflections.

Language：English   Publishing type：Research paper (scientific journal)  

DOI： http://dx.doi.org/10.1108/IJLLS-07-2016-0018

Language：English   Publishing type：Research paper (scientific journal)  

DOI： http://dx.doi.org/10.1108/IJLLS-07-2015-0025

Language：English   Publishing type：Research paper (scientific journal)  

DOI： 10.1108/IJLLS-10-2013-0056

Event date： 2019.9 - 2019.10

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：東海学園大学　3号館331   Country：Japan  

本発表の目的は、文化的実践としてのティーチング（教えること）は、深いレベルでの教師の認識や行動の在り方（すなわちティーチング・スクリプト）に変容をもたらすことができるかどうかを多面的に検討し、教育実践のlandscape of inquiryの概念とその変化（on-評価 ～ in-授業研究-、in-lesson study- ～ on-ティーチング・スクリプト-、さらにthrough-ペダゴジカル・コレクトネス-）の可能性を解明することである。

Event date： 2019.6

Presentation type：Oral presentation (general)  

Venue：Shiraz University, Shiraz, Iran   Country：Iran, Islamic Republic of  

Event date： 2018.4

Language：English   Presentation type：Oral presentation (general)  

Country：United States  

The objective of this study was to investigate student mistakes within the framework of a cultural script. It focused on a cross-cultural analysis to provide an in-depth understanding of several aspects of making mistakes from different cultural perspectives, with a particular emphasis on the teacher's attitudes toward student mistakes, how mistakes are treated and dealt with in class, and how learning from mistakes is managed. The study capitalizes on the advantages of an evidence-based lesson analysis, a method of research on teaching that offers opportunities for deep reflections about formative assessment.

A qualitative case study design was used to collect and analyze observations and verbal interactions in a single 20-student grade ten mathematics class in Malaysia, including both student and teacher dialog.

Event date： 2017.12

Language：English   Presentation type：Oral presentation (general)  

Country：Japan  

Event date： 2017.10

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：千葉大学   Country：Japan  

Event date： 2016.10

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：九州大学   Country：Japan  

Event date： 2016.8 - 2016.9

Language：English   Presentation type：Oral presentation (keynote)  

Venue：Bu Ali Sina University, Hamedan   Country：Iran, Islamic Republic of  

Event date： 2016.8

Language：English   Presentation type：Oral presentation (general)  

Venue：Beijing Normal University   Country：China  

Event date： 2016.7

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：香川大学   Country：Japan  

Language：Japanese