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.

中文翻译：

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教师如何回应学生在课堂上的错误

目的本文的目的是利用循证课程分析的优势，同时提出一种教学研究方法，为更深入的反思提供机会。目的是通过在课程学习方法中训练有素的日本教育工作者的视角，检查像这样的跨国学习项目如何确定马来西亚数学课程的文化脚本。这里的重点是跨文化分析，以深入了解马来西亚数学教学的文化脚本，特别关注教师如何应对学生在数学课上的错误。设计/方法/方法 本文借鉴了作者在马来西亚课程研究中收集的数据，旨在通过日本教育工作者的视角对马来西亚数学课程（10 年级）进行跨文化分析。检索到的数据应确定马来西亚数学课的文化脚本，重点是马来西亚教师对学生课堂错误的反应。课程的跨文化分析是一种比较方法，它通过提高对所有参与成员不言而喻的课堂情境特征的认识来揭示在起作用的隐藏因素。调查结果 在“关于错误的课堂文化”和“错误管理行为”的背景下，调查结果旨在针对马来西亚的文化脚本。” 对教学质量的影响也从以下几个方面讨论了如何在实践中提高：教师对学生错误的态度；课堂上如何处理和处理错误；以及如何从错误中学习。表二中的数据从马来西亚研究人员和从业者的角度以及日本教育者的角度对教师的“关于错误的课堂文化”和“错误管理行为”的证据进行了元分析。研究局限性/影响 本研究意识到两组研究都重视错误的重要性。重要的是要找出学生错误的根源并从中进一步学习。为了揭示课文的整体结构，我们需要认识到，在任何特定课程的制作过程中，各种文化脚本都在起作用。未来，作者希望通过跨文化分析来开发这种教学文化脚本观的潜力，用于课程研究和课程研发。实际意义 本研究旨在通过课程研究过程利用循证课程分析的优势，同时提出一种教学研究方法，为更深入的反思提供机会。目的是通过在课程学习方法方面训练有素的日本教育工作者的视角，检查像这样的跨国学习项目如何确定马来西亚数学课程的文化脚本。社会影响 作者需要根据具体事实获得反思性反馈，因此“课程学习”这种起源于日本的教学方法正在引起全世界的关注。本研究侧重于课程的离散性、进展、意义和背景。也就是说，通过避免过度抽象和概括，基于具体事实的反思和从课堂观察中检索到的对话在这个过程中是有益的。在课堂学习过程中，教师之间的相互学习和跨国学习可以促进教学实践中知识的构建和共享。独创性/价值 目前很少有针对“关于错误的课堂文化”的实证研究，这主要代表教师和学生如何从课堂上的错误中学习。本研究侧重于跨文化分析，以深入了解马来西亚数学教学的文化脚本，特别关注教师如何应对学生在数学课上的错误。考察了以下几个方面：教师对学生错误的态度；课堂上如何处理和处理错误；以及如何从错误中学习。考察了以下几个方面：教师对学生错误的态度；课堂上如何处理和处理错误；以及如何从错误中学习。考察了以下几个方面：教师对学生错误的态度；课堂上如何处理和处理错误；以及如何从错误中学习。