Characterizing the quality of mathematics lessons in japan from the narrative structure of the classroom

"Mathematics lessons incorporating students' 'questions' as a main axis" as a leading case

抄録

The organization and procedures with lesson study are widely understood internationally; however, how Japanese teachers have made efforts to enhance the quality of mathematics lessons requires clarification if Japan is to make an international contribution in this regard. In this study, to approach the quality of mathematics lessons, we focused on narrative structures in mathematics lessons as beneficial viewpoints for understanding the cultural background of lessons in Japan. Especially, we considered sequentiality and the dual nature of acting and the complementary characteristic of the dual landscape as useful in clarifying the origins and development of the narrative for mathematics lessons. As an example showing the efforts of teacher study groups to develop quality lessons, we introduced a collaborative project “mathematics lessons incorporating students’ ‘questions’ as a main axis.” We examined the project in terms of how the teacher and students created the narrative of mathematics lessons based on the students’ continuous exploration of the subject. We conclude that a pioneering spirit on the part of teachers, which is diametrically opposed to the stereotyped approach to lesson study, should be introduced so that Japan can make a real international contribution in this area.