A Cross-Cultural Study on Mathematics Classrooms in Elementary and Junior Secondary Schools: The Learner's Perspective Study

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The Learner's Perspective Study (LPS) is an international study of the practices and associated meanings in 'well-taught' eighth-grade mathematics classrooms in participating countries. The current study employed the methodology in the LPS which offered teachers and the students the opportunity in post-lesson video-stimulated interviews to identify those events in the lesson that they felt to be significant and to comment upon the events of personal importance, as well as to comment on what is a good lesson for them. The analysis suggested that, in particular, the process of mathematics teaching and learning in Japanese classroom could not be adequately represented by a single lesson pattern and that elements in the pattern themselves can have different meanings and functions in the sequence of multiple lessons.