International Journal for Lesson and Learning Studies: Volume 5 Issue 3

You can only see what you have chosen to see: Overcoming the limitations inherent in our theoretical lenses

Mun Ling Lo

– The purpose of this paper is to suggest ways that we can widen our vision since our views are limited by our theoretical lens.

Exploring knowledge bridging and translation in lesson study using an inter-professional team

Brahm Norwich, George Koutsouris, Taro Fujita, Thomas Ralph, Anna Adlam, Fraser Milton

It is argued that the issues of translating basic science, including knowledge from neuroscience, into relevant teaching are similar to those that have been experienced over a…

An examination of oral and literal teaching traditions through a comparative analysis of mathematics lessons in Iran and Japan

Mohammad Reza Sarkar Arani

The purpose of this paper is to examine a seventh grade mathematics lesson in Iran and Japan through a comparative analysis for illuminating what actually goes on in the classroom…

Developing mathematics teachers’ pedagogical content knowledge in lesson study: Case study findings

Aoibhinn Ni Shuilleabhain

The purpose of this paper is to investigate the development of mathematics teachers’ pedagogical content knowledge (PCK) over successive cycles of lesson study. Utilising the…

Bridging the school placement gap with peer micro-teaching lesson study

Jo Griffiths

An adapted version of lesson study (peer micro-teaching lesson study (PMLS)) was used in a one-year initial teacher education (ITE) programme for prospective secondary school…

Developing the skills of future teachers to fine-tune pupils’ learning through lesson studies

Mylene Ducrey Monnier

The purpose of this paper is to present an adaptation of the lesson study (LS) approach to the training of future generalist teachers. It aims to improve their interactions with…

Teacher discourse supporting peer collaboration in mathematics

Akane Yamaji

The purpose of this paper is to focus on a two-year lesson study by a teacher exploring peer collaboration and examines a teacher’s discourse that might generate a mathematical…