Teachers’ Reflection in Mathematics Lesson through Lesson Study Cycle

Focusing on Teachers’ discussions

抄録

This study explored what Japanese teachers consider and how they reflect upon mathematics lessons to improve through a school-based lesson study. Three stages of discussions in lesson study for the first-grade and third-grade mathematics research lesson and video recordings were observed. Through thematic analysis, codes were extracted and the characteristics of each stage in the discussion were identified. Although teachers discussed research lessons during the lesson study, teachers’ perspectives were different at each stage. As a result, it is outlined that teachers consider connecting mathematical tasks in textbooks with students’ daily lives and connecting research lessons with mathematics content and the unit plans in ordinary practices. Teachers elaborated on the tasks, including material and activities. The findings provided a landscape of how teachers can improve the lessons and lesson study works as part of their professional development.