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The purpose of this paper is to capitalize on the advantages of an evidence-based lesson analysis while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study approach. Emphasis here is on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson.

This paper draws on data collected by the authors in a lesson study in Malaysia that aimed to provide a cross-cultural analysis of a Malaysian mathematics lesson (grade 10) through the eyes of Japanese educators. Data retrieved should determine the cultural script of a mathematics class in Malaysia with an emphasis on Malaysian teachers’ responses to students’ mistakes in class. The cross-cultural analysis of a lesson is a comparative method that reveals the hidden factors at play by increasing awareness of characteristics in classroom situations that are self-evident to all involved members.

The findings are intended to the cultural script of Malaysia in the context of “classroom culture regarding mistakes” and “mistake management behavior.” The impact on the quality of teaching and learning also discussed in relation to how it can be improved in practice from the following perspectives: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed. The data in Table II provide a meta-analysis of evidences of “classroom culture regarding mistakes” and “mistake management behavior” of the teacher from the Malaysian researchers and practitioners’ perspective as well as from the lens of the Japanese educators.

This study realizes that both sets of research studies value the importance of mistakes. It is important to identify the source of students’ mistakes and further learn from them. In order to reveal the overall structure of the cultural script of lessons, we need to realize that various cultural scripts are at work in the production of any given lesson. In the future, the authors hope to develop the potential of this view of culture script of teaching through cross-cultural analysis for lesson study and curriculum research and development.

This study aims to capitalize on the advantages of evidence-based lesson analysis through the lesson study process while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study methodology.

The authors need to obtain reflective feedback based on concrete facts, and for this reason “lesson study,” a pedagogical approach with its origins in Japan, is attracting global attention from around the world. This study focuses on the discrete nature, the progression, significance, and the context of lessons. That is, by avoiding excessive abstraction and generalization, reflection based on concrete facts and dialogue retrieved from class observations can be beneficial in the process. The mutual and transnational learning between teachers that occurs during the lesson study process can foster the building and sharing of knowledge in teaching practice.

There is currently little empirical research addressing “classroom culture regarding mistakes” which mostly represents how teachers and students learn from mistakes in the classroom. This study focuses on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. The following perspectives are examined: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed.

This study aims to assess enterprise risk management (ERM) practices in waqf institutions (WIs) along with their strengths and weaknesses; highlight ERM trends in WIs; and determine the best ERM practices for these institutions.

Data were collected via structured interviews with nine WI managers in Malaysia. A standardised questionnaire was adopted for the interviews, which focussed on ERM implementation in WIs. The collected data were analysed in three steps, namely, data reduction, data display and verification/conclusion. The frequency distribution of these data were then illustrated and the mean values and differences of the studied groups/variables were examined.

WIs have a sub-optimal ERM implementation, whose aspects need to be improved over time. These institutions have focussed on their ERM practices at the strategic level yet ignored those at the operational level. Specifically, WI officers have well-defined internal environments and objectives, but risk monitoring, which ensures effective implementation of ERM, is lacking. The presence of risk management committees and units may be linked with the successful implementation of ERM. However, ERM knowledge and top management support do not show clearly associations with ERM implementation. WIs should focus on improving their ERM implementation governance.

Findings underscore the need for WIs to launch a formal ERM programme and for relevant stakeholders to create the appropriate infrastructures that support ERM implementation, including amended rules, ERM policies and allocated funds for training and education, to promote ERM implementation knowledge and awareness. The successful implementation of ERM not only improves the service quality, sustainability and performance of WIs but also promotes the national waqf agenda as a key economic driver.

ERM in non-profit organisations, such as WIs, has received limited research attention relative to that in profit-driven organisations despite having unique risks. To the best of the knowledge, this study is the first to identify those trends that explain ERM practices and to determine the ERM best practices of WIs.