Abstract
This paper reports the results of an international comparative study conducted in Switzerland and Japan of an elementary school mathematics lesson. The principal aim of the study was to advance understanding of the cultural specificities of a mathematics lesson in its totality using concrete examples of lesson design and implementation and of how cultural factors within and beyond the classroom/school shape and produce mathematics lessons in a particular country. We analysed two Grade 4 mathematics lessons designed and implemented in Switzerland and Japan by pre-service teachers in the context of a project-based international exchange programme. The lesson, initially designed collaboratively by the pre-service teachers of the two countries, was ultimately realised in different ways in each country. Specifically, we found differences between the Japanese and Swiss lessons in the structure of the lesson and validation of solutions. To elucidate these differences and identify the cultural factors that yield them, we analysed the resources developed and used during lesson design and implementation (lesson plans, official documents, and textbooks). Furthermore, we discuss three aspects of mathematics lessons that account for the main characteristics of each lesson: collective or individualistic teaching and learning, problem-solving lessons, and distance between theory and practice.
Highlights
Many international comparative studies have been conducted on different aspects of mathematics education (Cai, Mok, Reddy, & Stacey, 2016; Dindyal, 2014; Jablonka, Andrews, Clarke, & Xenofontos, 2018; Leung, Graf, & Lopez-Real, 2006)
After identifying the differences between the Swiss and Japanese lessons, we further investigated the nature of the two lessons and found the cultural factors shaping them through the analysis of the resources referred to during lesson design, namely, the last lesson plans written separately by the two teams of pre-service teachers, official documents, and textbooks
The two lessons were of similar duration (65 min for the Swiss lesson and 60 min for the Japanese lesson), followed the lesson plan, and had the same succession of phases
Summary
Many international comparative studies have been conducted on different aspects of mathematics education (Cai, Mok, Reddy, & Stacey, 2016; Dindyal, 2014; Jablonka, Andrews, Clarke, & Xenofontos, 2018; Leung, Graf, & Lopez-Real, 2006). The teacher asked the class about the validity of the solutions, gave several short periods for the groups to work on specific cases, and conducted a short debate with the whole class to reach a conclusion This phase, called neriage, is considered a central phase in Japanese problem-solving lessons (Takahashi, 2008; Inoue, 2011). In both the Swiss and Japanese lessons, the solutions were validated during the research and sharing phases, which occupied more than half the class time. Define the criteria for a correct solution with the students, and write them on the blackboard to make a checklist [of incorrect solutions] to which the students will have to refer before showing a solution to the teacher
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
