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Teachers in Australia struggled in formulating learning goals. In japan, structured problem solving lessons include both content goals and goals relating to problem solving skills and strategies, as vehicles for introducing new topics or big ideas.

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Caters individually rather than collective

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Classroom layout influenced the effectiveness of discussion and pedaogogy

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The concept of "neriage" heart of the lesson where it begins with the student struggling. Teachers highlight this struggle in developing student learning goals

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Teachers found it confusing and challenging to follow the structure. Teachers were initially sceptical of how to work on a single problem for the whole lesson. This impacted on how teachers taught the lesson structure due to their pre conceived notions. They also had no previous experience teaching this lesson structure. Therefore they would abandon this structure.

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Japanese teachers often begin Kyozai-kenkyu by comparing various teacher’s guides
published by textbook companies. Thus, U.S. teachers start using the English translation of
the Japanese mathematics textbook series (Global Education Resources 1 , 2006) and
teaching guides for the Japanese Course of Study as resources to conduct Kyozai-kenkyu

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Having audience interaction to makes everyone accountable and they’re thinking more actively. 

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Having audience interaction to makes everyone accountable and they’re thinking more actively. 

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Learning intentions are usually explicitly shown in the beginning in a lesson (in Australian context), which is in clearly conflict with the japanese structure, where the learning intentions are emerged in the "Matome" section at the end of the lesson.

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structured problem solving lessons typically include both content goals and goals relating to problem solving skills and strategies - these are effective in introducing new topics or big ideas

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Australian culture focuses more on the collective rather than individual orientation, as Japanese teachers use Kikan-shido (purposeful scanning) to cater individual differences.

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To make explicit about the learning intention so that students have a clear view

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To make explicit about the learning intention so that students have a clear view

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difficulty finding suitable problems and creating learning goals that were focused on maths, not behavior/ process outcomes

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Students' participation in extended discussion

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Students' participation in extended discussion

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Teachers were sceptical about their students' participation in an extended discussion of neriage phase. Teachers found it challenging to engage children in those extended discussions.

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Talking about the learning intentions at the beginning of the lesson.

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reading materials don't really discuss the mathematics underpinning activities

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- a teaching framework in addressing student goals through exploring multiple strategies in improving their learning long term

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"conducting it for the purpose of research lessons leads to a deeper understanding of the curriculum and the mathematical content and goals underpinning it, as well as an appreciation of the importance of matching problems to both the mathematical goals of the lesson and students’ prior knowledge"

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Issue of finding suitable problems + creating learning goals that align with curriculum

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Learning and teaching mainly took place when students were completing the task individually or in groups

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Learning and teaching mainly took place when students were completing the task individually or in groups

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Solving lesson structure and its focus on sharingstudent solutions as a natural extension of their previousprofessional learning relating to questioning techniquesto develop students’ higher order thinking.

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Solving lesson structure and its focus on sharingstudent solutions as a natural extension of their previousprofessional learning relating to questioning techniquesto develop students’ higher order thinking.

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an  intensive and complex investigation of a range of instructional materials, including textbooks,  curriculum  materials,  lesson  plans  and  reports
from other lesson studies, coupled with a study of students’
prior  understandings

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The Japanese problem solving lesson structure

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The Japanese problem solving lesson structure

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The Japanese problem solving lesson structure

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The Japanese problem solving lesson structure