The paper presents some reflections and activities developed by researchers and teachers involved in teacher education programs on cultural transposition. The construct of cultural transposition is presented as a condition for decentralizing the didactic practice of a specific cultural context through contact with other didactic practices of different cultural contexts. We discuss the background theoretical issues of this approach and also give an analysis of two examples of cultural transposition experiences carried out in Italy. In particular, by means of qualitative analysis of some excerpts, discussions, and interviews, we show that the contact with different perspectives coming from China and Russia fostered educational practices and reflections on whole number arithmetic education.

PurposeThe aim of this paper is to explore the rationale and findings of the implementation of a Chinese lesson study (CLS)-informed model of mathematics teacher education in Italian schools. The study focuses on the modifications and invariance when introducing CLS in a different culture.Design/methodology/approachIn a previous work (Bartolini Bussi et al., 2017), the authors focused on a single case of activity inspired by the CLS in Italy, and identified some conflicts emerging between the cultures of teaching in China and Italy and explored the way to overcome the conflicts. In the following years, the authors implemented lesson study (LS) experimentations with dozens of in-service primary school teachers and pre-service teachers who were gradually introduced to the model of CLS. The tensions/constraints occurred prominently when extending the experiments with many dozens of other in-service teachers and pre-service teachers.FindingsThe authors highlighted how the process of deconstruction allowed the participants in the study to either appropriate or reject some features of the CLS, linking this process to the cultural differences.Practical implicationsThe authors believe and argue that LS, and CLS in particular, must be modified in the transfer from one culture to another, considering the cultural beliefs of the involved teachers.Originality/valueThe authors claim that the features of CLS compels the Western researchers to adopt local and culturally determined choices and to be aware of the rationale of these choices.

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The Occupational Pension Schemes (Scheme Administration) Regulations 1996 ("the Administration Regulations") require the Trustees to prepare an annual statement regarding governance, which should be included in the annual report. This statement issued by the Trustees covers the period from 1 January 2019 to 31 December 2019 and is signed on behalf of the Corporate Trustees by the Chair.

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