Latest Research Works

In a sixth-grade Social Studies lesson in Japan, this study analyzed the teacher’s
decision-making in the bansho process, identifying three main principles through the comparison of pupils’ utterances and the corresponding bansho content.

Tan, S., Nozaki, S., Fu, H., & Shibata, Y. (2021). The principles of teacher’s decision-making in Japanese board writing (bansho) process. Asia Pacific Journal of Education, 28, 1-16. https://doi.org/10.1080/02188791.2021.1924119

The paper aims to enhance the observation and analysis of instruction in lesson study by developing bansho analysis as a research method, offering a visual representation of pupils’ thinking processes in a lesson.

The paper seeks to offer a comprehensive understanding of bansho, tracing its origins, evolution as a vital practice in Japan, and its global impact. Drawing on extensive literature, it highlights the historical endurance of bansho and its consistent presence in lesson study.

This study focuses on discerning the diverse styles of bansho in Japanese schools, utilising data from 10 observed lessons in a primary school.

Tan, S. (2022). Variations of Board Writing Styles in Japanese Schools: How Is It Related to the Teaching of School Subjects? The Teacher Educator, 1-21. https://doi.org/10.1080/08878730.2022.2140237

Focusing on the role of bansho in Japanese mathematics classrooms, the research explores how multiple representations (MRs) are incorporated into bansho content.

Tan, S., Clivaz, S., & Sakamoto, M. (2023). Presenting multiple representations at the chalkboard: bansho analysis of a Japanese mathematics classroom. Journal of Education for Teaching, 49(4), 630-647. https://doi.org/10.1080/02607476.2022.2150538

This study applies visual design principles to boardwork in a mathematics classroom, demonstrating that students have strong opinions on what constitutes effective boardwork, and that the application of design principles significantly impacts both students and teachers.

The study examines how the teacher strategically employed meticulously planned board work (bansho) to facilitate an extensive plenary discussion (neriage), shifting from individual solutions to generalized properties

This study explores the possibility of achieving integration of digital technology in higher mathematics education by comparing the active learning effects of traditional bansho-based lectures with slide-based lectures.

Machida, M., & Sako, A. (2022). Koutou suugaku kyouiku niokeru bansho no kouka :bansho niyoru noudou teki na suugaku no kougi (The effectiveness of board writing in higher mathematics education: Lecture on active mathematics by writing with the board). Japan Society for Science Education Research Report, 36(7), 17-20. https://doi.org/10.14935/jsser.36.7_17

This study examines boardwork-type lesson plans through four aspects: characteristics, historical background, actual case examples of creation, and the contexts in the classroom where they are implemented.

Maehara, T. (2016). A Study on the blackboard type teaching plan (Bansho-gata shidou-an ni kansuru kousatsu). Bulletin of the Integrated Center for Educational Research and Training, 11-20. https://petit.lib.yamaguchi-u.ac.jp/26508

This study analysed the flow of bansho and elaborated on the optimal structure of a mathematics lesson based on bansho. Specific strategies for devising the board effectively in the context of mathematics lessons were also provided.

The paper seeks to offer a comprThis paper examines the effectiveness of Active Learning, emphasising the importance of preserving students’ independence and fostering deep learning by analysing bansho of a Japanese Language lesson. ehensive understanding of bansho, tracing its origins, evolution as a vital practice in Japan, and its global impact. Drawing on extensive literature, it highlights the historical endurance of bansho and its consistent presence in lesson study.

This paper analysed a public Mathematics research lesson in Switzerland, focusing on the ‘neriage’ stage (“polishing” students’ ideas through discussion) and the role of bansho in that stage.

Clivaz, S., et Takahashi, A. (2020). Lesson Study, enseignement par la résolution de problèmes et neriage : réflexions autour de l’observation d’une leçon de mathématiques. Revue de Mathématiques pour l’école (RMé) – Ex. Math-Ecole, 233, 6-15. http://hdl.handle.net/20.500.12162/4019

The article outlines a successful best practice at SMPN 18 Tangerang, Indonesia, implementing the Structured Problem Solving-Bansho learning model.