Students’ expectations from mathematics teachers in the planning phase of the lesson study

Abstract

Purpose

This study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms.

Design/methodology/approach

This study reported only a part of large-scale action research. The participants were Grade 8 students selected by the convenience sampling method. The data were obtained through open-ended questions. The content analysis method was used to analyze the data.

Findings

Four categories emerged: connection, technology-supported teaching, use of concrete materials, practice, and teacher behavior and teaching style.

Research limitations/implications

This study reveals how students in a different culture and education system, such as Türkiye, want to learn mathematics in the LS process of Japanese origin. It also gives some important clues for applying LS in a different culture.

Practical implications

This study may attract the attention of educational stakeholders who want to implement LS in mathematics classrooms by considering student perspectives.

Social implications

Due to the nature of LS, this study may emphasize teacher–student and teacher–teacher interactions. Thus, it can draw attention to the importance of social learning environments where students take responsibility and interact.

Originality/value

This study emphasizes the importance of listening to student voices in LS. Some ideas about mathematics teaching in Turkey should also be given. Finally, it can provide a good basis for understanding and comparing LS practices in different cultures and understandings.