An Asian Perspective

  • Mun Ling LO
Part of the Advances in Mathematics Education book series (AME)


Lesson study cannot exist devoid of context; it is always a part of something bigger, for example, the school system and the culture. Focusing on the specific characteristics and features of the lesson study itself will limit our understanding within its internal horizon only. To achieve a more in-depth understanding, we must try to see how the lesson study connects with the external horizon, for example, the theoretical lens used to guide the lesson study and to analyse the research lesson, the school system in which the research lesson is enacted and the culture of which it is a part. Then, we would be able to understand why specific approaches towards conducting lesson study are preferred, why certain features vary across different countries, and unpack culturally embedded messages that have been taken for granted. It is crucial for us to develop theories because they help us to be less reliant on the expert, and more efforts should be directed towards developing theories that guide us on how to deal with the objects of learning.


Theory-informed lesson study Culturally embedded features Variation of lesson study Internal horizon External horizon 


  1. Lo, M. L. (2012). Variation theory and the improvement of teaching and learning. Sweden: Acta Universitatis Gothoburgensis.Google Scholar
  2. Lo, M. L., & Chik, P. P. M. (2016). Two horizons of fusion. Scandinavian Journal of Educational Research, 60(3), 296–308.CrossRefGoogle Scholar
  3. Lo, M. L., & Marton, F. (2012). Towards a science of the art of teaching: Using variation theory as a guiding principle of pedagogical design. International Journal of Lesson and Learning Studies, 1(1), 7–22.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Mun Ling LO
    • 1
  1. 1.LO & LO Educational ConsultancyHong KongChina

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