Comparison as a Lens: Interpretation of the Cultural Script of a Korean Mathematics Lesson Through the Perspective of International Lesson Study

2020 ◽  
Vol 42 (2) ◽  
pp. 57-78
Author(s):  
Mohammad Reza Sarkar Arani ◽  
Yoshiaki Shibata ◽  
Ho-seong Cheon ◽  
Masanobu Sakamoto ◽  
Hiroyuki Kuno
Keyword(s):  
Lesson Study ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Teaching Mathematics ◽  
Learning Platform ◽  
Quality Of Teaching ◽  
Cultural Script ◽  
Problem Solvers ◽  
Cross Cultural Analysis

This study aims to examine how cross cultural analysis can lead to deeper understanding of the cultural script of teaching, and how teachers learn to transform their teaching script through a research-based transnational learning platform. In this study, emphasis is placed on a cross cultural analysis to view in depth the cultural script of teaching mathematics in Korea through the eyes of Japanese teachers and critical lenses of researchers’ feedback. The objective herein is to focus on the challenges whereby Korean teachers have to redesign teaching as they look at students as problem solvers. This cross cultural analysis attempts to determine the cultural script of teaching mathematics in Korea and improve the quality of teaching from the following two perspectives: 1) teacher teaching, and 2) student learning.

Cross cultural analysis of an Iranian mathematics lesson

2015 ◽  
Vol 4 (2) ◽  
pp. 118-139 ◽  
Author(s):  
Mohammad Reza Sarkar Arani
Keyword(s):  
Lesson Study ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Mathematics Lesson ◽  
Mathematical Communication ◽  
Content Type ◽  
Quality Of Teaching ◽  
Japanese Lesson Study ◽  
Cross Cultural Analysis

Purpose – The purpose of this paper is to examine an Iranian mathematics lesson through the eyes of Japanese educators, and the critiques of Iranian teachers for raising the quality of teaching. In this paper, the Japanese lesson study process is considered as an approach to raising the quality of teaching. Design/methodology/approach – Qualitative methods including pre-lesson planning, peer observation of the lesson, post-lesson discussion, and semi-structured interviews with the participants of the post-lesson discussion meetings in Iran and Japan were employed for data collection. A detailed description and analysis of the lesson is provided for deep understanding of students’ mathematical communication in the class and teachers’ points of view in the post-lesson discussions about raising the quality of teaching. Findings – The findings are intended to clarify the significant influence that cross-cultural analysis has exerted on raising the quality of teaching and developing a culture of transnational learning that supports teachers to design appropriate learning tasks, to conceptualize mathematical phenomena, and to provide mathematical communication which encourage students to participate more in classroom activities. Research limitations/implications – This study provides a transnational learning opportunity for Iranian teachers to learn from Japanese educators how to deliver evidence-based analysis of a lesson for raising the quality of teaching in practice, look culturally and differently at what actually goes on in the classroom, and localize lesson study as a global approach to the “science of improvement.” However, issues to be considered in future studies include how such “small changes” can be linked together in local communities to expand the improvement from bottom up, and how to facilitate collaboration with the global community to expand transnational learning. Practical implications – Traditionally in Iran, there are a variety of teacher training programs but there are no examples of lesson study like those that take place in Japan as a model of practitioner inquiry for raising quality of teaching. Hence, it can be said that Japanese lesson study may provide a new approach of transnational learning in the Iranian education context for building a “science of improvement.” Social implications – In the case of Iran, especially at the elementary school level, teachers do not have enough preparation or experience. Therefore, raising the quality of teaching through lesson study that has an actual impact on teacher and teaching quality and developing a “science of improvement” has become a pressing concern in national and international contexts. Originality/value – The case study shows that the transfer of the Japanese model of lesson study plays a significant role in harnessing the potential of students and teachers as well as teachers themselves by improving teaching. Efforts by teachers to communicate and learn from each other’s strengths, in fact lead to the realizing of the students potential and thinking process. In particular, it helps supply more open-end and in-depth task learning, which anticipates student thinking, understanding, recognizing and questioning.

How teachers respond to students’ mistakes in lessons

2017 ◽  
Vol 6 (3) ◽  
pp. 249-267 ◽  
Author(s):  
Mohammad Reza Sarkar Arani ◽  
Yoshiaki Shibata ◽  
Masanobu Sakamoto ◽  
Zanaton Iksan ◽  
Aini Haziah Amirullah ◽  
...  
Keyword(s):  
Lesson Study ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Classroom Culture ◽  
Mathematics Lesson ◽  
Content Type ◽  
Research On Teaching ◽  
Cultural Script ◽  
Study Process ◽  
Cross Cultural Analysis

Purpose 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. Design/methodology/approach 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. Findings 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. Research limitations/implications 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. Practical implications 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. Social implications 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. Originality/value 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.

A Cross-cultural Analysis of Tourism and Quality of Life Perceptions

2007 ◽  
Vol 15 (5) ◽  
pp. 483-502 ◽  
Author(s):  
Kathleen L. Andereck ◽  
Karin M. Valentine ◽  
Christine A. Vogt ◽  
Richard C. Knopf
Keyword(s):  
Quality Of Life ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Cross Cultural Analysis

Reorienting the cultural script of teaching: cross cultural analysis of a science lesson

2014 ◽  
Vol 3 (3) ◽  
pp. 215-235 ◽  
Author(s):  
Mohammad Reza Sarkar Arani ◽  
Yoshiaki Shibata ◽  
Kim-Eng Christine Lee ◽  
Hiroyuki Kuno ◽  
Masami Matoba ◽  
...  
Keyword(s):  
Student Learning ◽  
Research Team ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Secondary Science ◽  
Science Lesson ◽  
Content Type ◽  
Lesson Analysis ◽  
Cultural Script ◽  
Cross Cultural Analysis

Purpose – The purpose of this paper is to reveal the cultural script of the teaching of a lower secondary science lesson on the topic “Classification of Non-living Things” in Singapore through the eyes of Japanese and Singaporean researchers and teachers. In particular, the study analyzes the structural content, i.e. organization of learning activities of a lower secondary science lesson of Singapore and the culture of teaching, i.e. views about teaching held as tacit knowledge of science teachers. It focusses on students’ inquiry skills in a participative and problem-driven science lesson in the Singapore classroom. Design/methodology/approach – This exploratory study adopts a cultural approach of viewing teaching and learning and compares classroom practice in two countries – Japan and Singapore. Contextually, the cultural differences in beliefs and values define how educators learn about what is “good” teaching. Findings – The cultural script of teaching of the science lesson case values the setting of learning tasks that encourage a variety of ideas. It also sets a tone of inquiry-based learning where students are open to questioning, the formulation of ideas and the presentation of solutions. In the science lesson case, the teacher aimed at providing opportunities for students to think for themselves and to engage in group discussion. This study identifies key aspects of the science lesson for revealing the teaching script based on a cross-cultural lesson analysis. Figure 1 summarizes such facets of teacher teaching and student learning in detail as a result of the lesson analysis. Furthermore, it draws attention to recognizing areas of the lesson script which the Japanese team found effective/ineffective as well as identifying the Singaporean team's reflections on feedback from Japanese educators. Research limitations/implications – Through this study, the research team raises the following questions. Are there common practices that make for effective learning and if so what are these? From the perspectives of Japanese and Singaporean researchers and educators, what might be the different elements of teaching that will bring about better student learning? Originality/value – An important avenue for inquiry in teaching is how to create teaching-learning processes that nurture students’ ability to deal with the unexpected as well as their application skills – competencies that are required of students to function in the twenty-first century. The research team suggests a cross-cultural analysis approach for future research investigating the cultural script of teaching.

Ideology and Culture

2021 ◽  
pp. 200-235
Author(s):  
Nathalie Van Meurs ◽  
Sharon Coen ◽  
Peter Bull
Keyword(s):  
Social Identity Theory ◽  
Gold Standard ◽  
Cultural Psychology ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
The Media ◽  
Media Systems ◽  
Cross Cultural Analysis

In this chapter, cross-cultural psychology is discussed in relation to the influence of ideology and culture on journalism. As a case study, a cross-cultural analysis of media systems is reported. One major finding is that in countries in which media have a strong public service mandate and public broadcasting systems, there is a better quality of news provision and a higher level of informed and engaged citizenry. Particular attention is given to the research of Hofstede, who has identified six major dimensions for cross-cultural analysis, and that of Schwartz (1992), who has identified value dimensions with universal meaning (e.g., security, happiness, and benevolence). Social identity theory is also considered, illustrated by the way in which the media may create and foster an ‘us’ versus ‘them’ mentality. In conclusion, the chapter affirms that there is no one nation which holds the gold standard for journalism and can be used as a reference point for all others.

Migration and quality of life, a cross-cultural analysis in Tunisia and France

Maturitas ◽  
2015 ◽  
Vol 81 (1) ◽  
pp. 182
Author(s):  
Henri Panjo ◽  
Daniel Delanoë ◽  
Selma Hajri ◽  
Dorra Mahfoudh Draoui ◽  
Danielle Hassoun ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Cross Cultural Analysis

Raising the quality of teaching through Kyouzai Kenkyuu – the study of teaching materials

2017 ◽  
Vol 6 (1) ◽  
pp. 10-26 ◽  
Author(s):  
Mohammad Reza Sarkar Arani
Keyword(s):  
Comparative Analysis ◽  
Lesson Study ◽  
Cross Cultural ◽  
Shared Knowledge ◽  
Evidence Based ◽  
Teaching Materials ◽  
Content Type ◽  
Quality Of Teaching ◽  
Beliefs And Values

Purpose This study attempts to provide cross-cultural learning by focusing on a very important aspect of research, the study of teaching materials, known as Kyouzai Kenkyuu in Japan. The purpose of this paper is to investigate teachers’ views and awareness about the study of teaching materials, in particular, the views and awareness of Iranian teachers, who are beginning to understand their teaching practice and professional development through lesson study. Design/methodology/approach Qualitative research methods were employed for data collection. These methods included comparative analysis of an Iranian mathematics lesson from the perspective of Japanese educators and semi-structured interviews with all participants of the lesson analysis meetings. Findings The findings are intended to position Kyouzai Kenkyuu as an important aspect of Japanese lesson study and to make explicit the beliefs and values that underpin and shape pedagogical reasoning that support researchers and practitioners to improve the quality of teaching through lesson study. This was achieved through post-lesson discussion meetings, and the beliefs and values were those the participants were largely unaware of but could be clarified through a cross-cultural comparison. For instance, Japanese teachers focus more on learners and the study of teaching materials for raising the quality of teaching, whereas Iranian teachers focus more on the content of teaching and teacher behavior. Research limitations/implications This study delivers a transnational learning opportunity for teachers and researchers to learn how to provide evidence-based analysis of a lesson to raise the quality of teaching. However, as this is a case study and focuses specifically on Kyouzai Kenkyuu, it opens up the possibility for comparative analysis of more sample lessons and other aspects of Japanese lesson study. Practical implications It may be interesting for teachers and researchers to see how such a study could help them revise their quality of teaching through lesson study and construct shared knowledge about how to teach and to clarify “the pedagogical theories” that underpin such knowledge building. Social implications The value of this study is in its ability to reveal to educators their own unconscious teaching script and knowledge and “the pedagogical theories” that underpin such knowledge. It provides an opportunity for evidence-based critiques of our own teaching script, theory, view and values that we accept culturally, share tacitly and may not even be aware of in the construction process. Originality/value This study combines careful measurement with an “insider’s perspective” from Iran and an “outsider’s perspective” from Japan of differing educational concepts within the same subject area. The objective is to provide a deeper understanding of the real world of lesson study and how it can help educators to construct shared knowledge about how to teach in practice and to support teachers to revise the cultural context of teaching.

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