International Comparisons of Mathematics Lessons: A Learners' Perspective Study

本国际比较研究从学习者的角度，通过对澳大利亚、德国、日本和美国的八年级录像（通常是连续的）进行分析，考察了日本数学课的特点。特别注意的是“教训模式”的一系列单一的经验教训，嵌入在教学单元的主题要教。通过对TIMSS录像带课堂研究中的一组单节课的分析，对日语课的模式进行了重新考虑，并与教学序列中每节课的模式和主题进行了对比。教师和学生对课堂事件的看法也进行了研究。分析表明，多个教训是相互关联的，每一个单一的教训看起来不同的模式，当我们定位，它在整个教学单元的分析报告，这项研究表明，在日本的数学教学和学习不能充分代表一组不同的教训的分析。此外，分析表明，学生感知的重要事件在课堂上以不同的方式从教师感知他们。研究结果表明，经验教训研究的数据收集和数据分析单位是国际比较的关键。强调需要改进课堂实践和教师培训方案，以包括以灵活的方式规划和实施课程的活动。

This international comparative study examines the characteristics of Japanese mathematics lessons by analyzing the video taped sequenceoften consecutive lessons in eighth grade in Australian, Germany, Japan, and the United States from the learners' perspective. Particular attention is given to the "lesson pattern" of a series of single lessons as embedded in the teaching unit of the topic to be taught. The Japanese lesson pattern, which is identified by the analysis of a set of single lessons in the TIMSS Videotape Classroom Study, is reconsidered by contrasting with the pattern and topics appeared in each lesson within the instructional sequence. The perceptions of lesson events held by the teacher and students are also examined. The analysis reveals that multiple lessons are interrelated and that the pattern of each single lesson looks differently when we locate, it in the entire teaching unit The analysis reported in this study suggests that mathematics teaching and learning in Japan cannot be adequately represented by the analysis of a set of distinct lessons. Also, the analysis shows that the students perceive the significant events in the lesson in a different way from the way the teacher perceives them. The result suggests that the units of data collection and data analysis for the study of lessons are crucial for the international comparisons. The need is emphasized for the improvement of classroom practices and teacher-training programs to include the activities with planning and implementing lessons in a flexible way.