Purpose

This study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms.

Design/methodology/approach

This study reported only a part of large-scale action research. The participants were Grade 8 students selected by the convenience sampling method. The data were obtained through open-ended questions. The content analysis method was used to analyze the data.

Findings

Four categories emerged: connection, technology-supported teaching, use of concrete materials, practice, and teacher behavior and teaching style.

Research limitations/implications

This study reveals how students in a different culture and education system, such as Türkiye, want to learn mathematics in the LS process of Japanese origin. It also gives some important clues for applying LS in a different culture.

Practical implications

This study may attract the attention of educational stakeholders who want to implement LS in mathematics classrooms by considering student perspectives.

Social implications

Due to the nature of LS, this study may emphasize teacher–student and teacher–teacher interactions. Thus, it can draw attention to the importance of social learning environments where students take responsibility and interact.

Originality/value

This study emphasizes the importance of listening to student voices in LS. Some ideas about mathematics teaching in Turkey should also be given. Finally, it can provide a good basis for understanding and comparing LS practices in different cultures and understandings.

中文翻译：

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学生在课程学习计划阶段对数学教师的期望

目的

本研究旨在确定学生在数学课堂课程学习（LS）规划阶段对数学教师的期望。

设计/方法论/途径

本研究仅报道了大规模行动研究的一部分。参与者是通过方便抽样方法选出的八年级学生。数据是通过开放式问题获得的。采用内容分析法对数据进行分析。

发现

出现了四个类别：联系、技术支持的教学、具体材料的使用、实践、教师行为和教学风格。

研究局限性/影响

这项研究揭示了不同文化和教育体系（例如土耳其）的学生如何希望在日本起源的 LS 过程中学习数学。它还为在不同文化中应用 LS 提供了一些重要线索。

实际影响

这项研究可能会吸引那些希望通过考虑学生的观点在数学课堂上实施 LS 的教育利益相关者的注意。

社会影响

由于 LS 的性质，本研究可能会强调教师与学生以及教师与教师的互动。因此，它可以引起人们对学生承担责任和互动的社会学习环境的重要性的关注。

原创性/价值

这项研究强调了在 LS 中倾听学生声音的重要性。还应该给出一些关于土耳其数学教学的想法。最后，它可以为理解和比较不同文化和理解中的LS实践提供良好的基础。