A Case of Lesson Study in South Africa
The Wits Maths Connect Secondary Project, a research-linked professional development project, included Lesson Study with teachers in school clusters. When two teachers shared their experiences of doing Lesson Study, they spoke spontaneously about how much they had learned about choosing and using examples in their teaching. Exemplification is a key element of the mathematics teaching framework developed in the project to support planning and reflection in our Lesson Study work. The teachers’ reflection suggested that working on examples had been enabling and empowering. We zoom in on one Lesson Study cycle with the same teachers to give meaning to what, how and why we work with examples in the way that we do and how our LS practices provide a supportive context for this work. Through this we build a case for a focus on exemplification when studying and working on mathematics teaching and for support at a more general level for theoretically informed Lesson Study.
KeywordsLesson Study Mathematics Secondary Exemplification South Africa
This work is based on the research supported by the South African Research Chairs Initiative of the Department of Science and Technology and National Research Foundation (Grant No. 71218). Any opinion, finding and conclusion or recommendation expressed in this material is that of the author(s), and the NRF does not accept any liability in this regard.
- Adler, J. (2017). Mathematics discourse in instruction (MDI): A discursive resource as boundary object across practices. Paper presented at the 13th international congress on mathematical education, ICME-13, Hamburg.Google Scholar
- Adler, J., & Ronda, E. (2017a). Mathematical discourse in instruction matters. In J. Adler & A. Sfard (Eds.), Research for educational change: Transforming researchers’ insights into improvement in mathematics teaching and learning (pp. 64–81). Abingdon: Routledge.Google Scholar
- Adler, J., & Ronda, E. (2017b). A lesson to learn from: From research insights to teaching a lesson. In J. Adler & A. Sfard (Eds.), Research for educational change: Transforming researchers’ insights into improvement in mathematics teaching and learning (pp. 133–143). Abingdon: Routledge.Google Scholar
- Adler, J., & Ronda, E. (in preparation). What changes in the quality of mathematics in instruction following teachers’ participation in subject matter focused professional development.Google Scholar
- Adler, J., & Venkat, H. (2014). Teachers’ mathematical discourse in instruction: Focus on examples and explanations. In H. Venkat, M. Rollnick, J. Loughran, & M. Askew (Eds.), Exploring mathematics and science teachers’ knowledge: Windows into teacher thinking (pp. 132–146). Abingdon: Routledge.Google Scholar
- Alshwaikh, J., & Adler, J. (2017a). Researchers and teachers as learners in lesson study. In M. K. Mhlolo, S. N. Matoti, & B. Fredericks (Eds.), SAARMSTE book of long papers (pp. 2–14). Free State: Central University of Technology.Google Scholar
- Alshwaikh, J., & Adler, J. (2017b). Tensions and dilemmas as source of coherence. In A. Chronaki (Ed.), Mathematics education and life at times of crisis: Proceedings of the ninth international mathematics education and society conference (V2) (pp. 370–381). Volos: University of Thessaly.Google Scholar
- Baba, T., & Nakai, K. (2011). Teachers’ institution and participation in a lesson Study Project in Zambia: Implication and Possibilities. Paper presented at the Africa-Asia University Dialogue for Educational Development. Report of the international experience sharing seminar (2). Actual Status and Issues of Teacher Professional Development. Retrieved from http://aadcice.hiroshima-u.ac.jp/e/publications/sosho4_2-06.pdf.
- Benson, B., Mudenda, V., Tindi, E., & Nakai, K. (2014). Lesson study practice of science teachers in Zambia: Its effects, enhancing and hindering factors. In Pixel (Ed.), Conference proceedings: New perspectives in science education (pp. 473–477). Florence: libreriauniveritaria.it.Google Scholar
- Dienes, Z. (1960). Building up mathematics. London: Hutchinson Educational Ltd.Google Scholar
- Dudley, P. (2013). Teacher learning in lesson study: What interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils’ learning. Teaching and Teacher Education, 34, 107–121. https://doi.org/10.1016/j.tate.2013.04.006.CrossRefGoogle Scholar
- Ellis, A. B., Ozgur, Z., Vinsonhaler, R., Dogan, M. F., Carolan, T., Lockwood, E., Lynch, A., Sabouri, P., Knuth, E., & Zaslavsky, O. (in press). Student thinking with examples: The criteria-affordances-purposes-strategies framework. Journal of Mathematical Behavior. https://doi.org/10.1016/j.jmathb.2017.06.003.
- Huang, R., & Shimizu, Y. (2016). Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: An international perspective. ZDM Mathematics Education, 48(4), 393–409. https://doi.org/10.1007/s11858-016-0795-7.CrossRefGoogle Scholar
- Jita, L. C., Maree, J. G., & Ndlalane, T. C. (2008). Lesson study (Jyugyo Kenkyu) from Japan to South Africa: A science and mathematics intervention program for secondary school teachers. In B. Atweh et al. (Eds.), Internationalisation and globalisation in mathematics and science education (pp. 465–486). Dordrecht: Springer.Google Scholar
- Larssen, D. L. S., Cajkler, W., Mosvold, R., Bjuland, R., Helgevold, N., Fauskanger, J., & Norton, J. (2018). A literature review of lesson study in initial teacher education: Perspectives about learning and observation. International Journal for Lesson and Learning Studies, 7(1), 8–22. https://doi.org/10.1108/IJLLS-06-2017-0030.CrossRefGoogle Scholar
- Marton, F., & Tsui, A. B. M. (Eds.). (2004). Classroom discourse and the space of learning. London: Lawrence Erlbaum.Google Scholar
- Mason, J. (2001). Tunja sequences as examples of employing students’ powers to generalize. The Mathematics Teacher, 94(3), 164–168.Google Scholar
- Murata, A., Bofferding, L., Pothen, B. E., Taylor, M. W., & Wischnia, S. (2012). Making connections among student learning, content, and teaching: Teacher talk paths in elementary mathematics lesson study. Journal for Research in Mathematics Education, 43(5), 616–650. https://doi.org/10.5951/jresematheduc.43.5.0616.CrossRefGoogle Scholar
- Ntow, F., & Adler, J. (2017). An exploration into teachers’ take up of professional development teaching resources. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 313–320). Singapore: PME.Google Scholar
- Ono, Y., & Ferreira, J. (2010). A case study of continuing teacher professional development through lesson study in South Africa. South African Journal of Education, 30(1), 59–74.Google Scholar
- Quaresma, M., Winsløw, C., Clivaz, S., da Ponte, J. P., Ní Shúilleabháin, A., & Takahashi, A. (Eds.). (2018). Mathematics lesson study around the world: Theoretical and methodological issues (ICMI-13 monographs). Dordrecht: Springer.Google Scholar
- Takahashi, A. (2014). The role of the knowledgeable other in lesson study: Examining the final comments of experienced lesson study practitioners. Mathematics Teacher Education and Development, 16(1), 4–12.Google Scholar
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
- Zaslavsky, O. (in press). There is more to examples than meets the eye: Thinking with and through mathematical examples in different settings. Journal of Mathematical Behavior. https://doi.org/10.1016/j.jmathb.2017.10.001.