ザンビアにおける教材研究を重視した授業研究の課題に関する考察 ―かけ算の理解を主題としたケーススタディー ―

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　　 The article discusses the challenges of a lesson study activity held in Serenje, Zambia, dealing with 1-digit multiplication, particularly focusing on teaching and learning including Kyozai Kenkyu and contents of discussion in lesson study.  Fourteen teachers for grade two and three gathered and planned two lessons.  Two trainers in the ministry were the facilitators of the lesson study.  The qualitative analysis was underpinned, utilising the transcription of lessons and lesson study, short interviews to children and the data of participatory observation in Grade 2 and 3 lessons.  First, the analysis showed that students did not understand how to count and recognise points shown in array diagrams in lesson.  Moreover, the array diagram was not effectively used for them to understand the concept of multiplication.Second, teachers did not succeed in guiding students’ better understanding in multiplication since they did not explain well when students did not understand in lesson.  Third, the analysis of the discussion revealed that some teachers did not fully understand the meaning of the order of two numbers in multiplication, discovered in the reflective discussion in lesson study. Conclusions for the improvement of lesson study are two points: Kyozai Kenkyu should be more focused in the whole group of participants by taking time; Discussion should hold the gap between the planning and the implementation in a concrete manner.