Pre-service teachers’ resources in the cross-cultural collaborative design of a mathematics lesson

Abstract

This paper investigates the resources the student-teachers used to design and implement grade 4 mathematics lessons in the context of a project-based international exchange programme between Switzerland and Japan. The lesson, initially planned together by nine student-teachers of the two countries, was implemented separately in each country. In spite of the collaborative design of a lesson, its enactment was quite different. The analysis of the resources (namely lesson plan, curricula, and textbooks) allows us to identify the elements that yield the differences between the two lessons.