Three perspectives on one lesson: Rethinking pupils’ learning through lesson analysis

Abstract

This symposium reports on the progress of the study, as presented in WALS 2020. The three researchers are analysing the same lesson from three different perspectives. We aim to explicate different aspects of classroom interactions from three perspectives, namely educational method, mathematics education and educational technology. Through lesson analysis, we intend to provoke dialogue around aspects that deserve teacher’s attention in developing competencies to interpret pupils’ learning. Data drawn from a Grade 2 mathematics lesson of a Japanese school include video recordings, lesson transcript and learning materials. In all three analyses, we divided the lesson into segments based on the lesson transcripts (Japanese and English translation). From there, each research delves into the abovementioned perspectives. The overarching significance of this symposium lies in the needs to be alert to the slightest change in the pupil’s utterances and actions. This includes being attentive to the “whats”, “hows”, and “whys'' of pupils’ thinking processes. By doing so, teachers could make appropriate decisions such as allowing pupils to voice their opinions, changing the teacher’s strategy of positioning, and adapting the bansho content. These are some vital aspects that need to be addressed to fully leverage pupils’ learning in an everyday.