Representing Instructional Improvement in Lesson Study through Principled Analysis of Research Lessons in Singapore: A Case of Equivalent Fractions

  • Yanping FangEmail author
  • Xiong Wang
  • Christine Lee Kim-Eng
Part of the Advances in Mathematics Education book series (AME)


This chapter reports our effort in developing a principled way of representing instructional improvement in lesson study in the form of a process analysis, based on a thorough analysis of classroom discourse of four research lessons on equivalent fractions, a third-grade topic in Singapore, which we conducted at the early stage of our lesson study work in 2006–2007. Our social-cultural view guided a systematic effort in making consistent and iterative improvements within an instructional system mediated dynamically at multilevels – the content, discourse, activity, tasks, and tools level. Each level of the analysis was conceptualized to build coding schemes. The coded patterns were quantitatively and qualitatively presented to indicate how a balance in mathematical representation was achieved and how construction of the meaning-making was escalated across the research lessons. This principled way of representation has not only enabled us to represent and articulate the instructional improvements systematically but also further informed and improved our own ongoing lesson study with teachers locally and the lesson study work globally.


Lesson study Instructional improvements Discourse analysis 


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Yanping Fang
    • 1
    Email author
  • Xiong Wang
    • 2
  • Christine Lee Kim-Eng
    • 1
  1. 1.National Institute of EducationNanyang Technological UniversitySingaporeSingapore
  2. 2.Secondary EducationUniversity of AlbertaEdmontonCanada

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