The study was conducted to observe the effectiveness of Lesson Study as an approach used to increase the skills of an out-of-field Mathematics teacher or ‘non-optional’ teacher, in building the conceptual understanding among students during the teaching and learning process. This qualitative case study was conducted using a Lesson Study approach involving a novice Mathematics teacher who is also a non-optional teacher, in a district of Seremban, Negeri Sembilan, Malaysia. An expert in Mathematics, School Improvement Specialist Coach(SISC+) was involved in the classroom observation. There were three different sessions conducted and the observation was recorded. Transcripts were prepared for the three observations for comparison and analytical review on the learning and teaching process with the Excellent Mathematics Teacher. It was observed that the Mathematics teacher’s competency improved after evaluating the students’ response and achievements after the learning session. Teachers who were involved,developed their skills and expertise through discussions during the Lesson Planning, teaching and review sessions. The teachers are more confident in addressing students issue as well as class control ‘Lesson Study’ approach had contributed to upgrade the skills and efficiency of the non-optional Mathematics teachers as well as enriching the learning strategy, approach and methodology.

Inquiry approach is important to improve understanding of science concept. In order to look at the effectiveness of inquiry based learning, Lesson Study approach was employed. This study used 7E inquiry learning model to teach Year 5 students about life process in animal topic. The open lesson was observed by fellow educators and academicians. From the result of observation and reflection, there found a few features of inquiry that was conducted by students during the learning process such as: 1) making an observation, 2) engage in questioning, 3) obtain and use relevant information, 4) propose answers, description or anticipations about a situation, 5) communications, 6) lower-order thinking skills (LOTS), and 7) higher order thinking skills (HOTS). This study implied that lesson study approach helps teachers plan how to integrate the inquiry in their teaching while the implementation can be further revaluated by other teachers to improve inquiry-based lesson so that it could be carried out successfully in the context of students' learning.

Purpose The purpose of this paper is to capitalize on the advantages of an evidence-based lesson analysis while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study approach. Emphasis here is on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. Design/methodology/approach This paper draws on data collected by the authors in a lesson study in Malaysia that aimed to provide a cross-cultural analysis of a Malaysian mathematics lesson (grade 10) through the eyes of Japanese educators. Data retrieved should determine the cultural script of a mathematics class in Malaysia with an emphasis on Malaysian teachers’ responses to students’ mistakes in class. The cross-cultural analysis of a lesson is a comparative method that reveals the hidden factors at play by increasing awareness of characteristics in classroom situations that are self-evident to all involved members. Findings The findings are intended to the cultural script of Malaysia in the context of “classroom culture regarding mistakes” and “mistake management behavior.” The impact on the quality of teaching and learning also discussed in relation to how it can be improved in practice from the following perspectives: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed. The data in Table II provide a meta-analysis of evidences of “classroom culture regarding mistakes” and “mistake management behavior” of the teacher from the Malaysian researchers and practitioners’ perspective as well as from the lens of the Japanese educators. Research limitations/implications This study realizes that both sets of research studies value the importance of mistakes. It is important to identify the source of students’ mistakes and further learn from them. In order to reveal the overall structure of the cultural script of lessons, we need to realize that various cultural scripts are at work in the production of any given lesson. In the future, the authors hope to develop the potential of this view of culture script of teaching through cross-cultural analysis for lesson study and curriculum research and development. Practical implications This study aims to capitalize on the advantages of evidence-based lesson analysis through the lesson study process while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study methodology. Social implications The authors need to obtain reflective feedback based on concrete facts, and for this reason “lesson study,” a pedagogical approach with its origins in Japan, is attracting global attention from around the world. This study focuses on the discrete nature, the progression, significance, and the context of lessons. That is, by avoiding excessive abstraction and generalization, reflection based on concrete facts and dialogue retrieved from class observations can be beneficial in the process. The mutual and transnational learning between teachers that occurs during the lesson study process can foster the building and sharing of knowledge in teaching practice. Originality/value There is currently little empirical research addressing “classroom culture regarding mistakes” which mostly represents how teachers and students learn from mistakes in the classroom. This study focuses on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. The following perspectives are examined: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed.