U.S.-Australia-Japan cross cultural study on research lesson in mathematics: Focusing on the progressiveness of classroom discourse

本研究的目的在于阐明日本课例研究模式中的一个重要因素，即课堂话语的渐进性在数学研究课中的作用。美国--通过对澳大利亚和日本的跨文化研究，揭示了一个新的数学概念通过课堂话语呈现和接受的实际过程，也阐明了一些教师有意的行为，使整个课堂讨论是进步的。

The aim of study is to clarify an embedded key factor of Japanese model of Lesson Study focusing on roles of the progressiveness of classroom discourse at research lessons in mathematics. U.S.-Australia-Japan cross cultural study has conducted and the analysis has revealed an actual process where a new mathematical concept presented and accepted through classroom discourse and also clarified some intended teacher’s behaviors that make whole class discussion be progressive.