Andrea Vetter (MEd - Cum Laude) PhD candidate

Title: Mathematics teachers’ diagnostic assessment practices in the implementation of Lesson Study 

The unique feature of South Africa’s LS variant is at the diagnostic assessment/analysis stage. Diagnostic assessment/analysis is credited for assisting teachers to gain an in-depth understanding of learners' misconceptions about a particular topic or concept. The purpose of my study was to examine mathematics teachers' diagnostic assessment practices when implementing LS.

Four key findings were revealed: firstly, teachers conducted a comprehensive diagnostic analysis to identify the problem and generating possible causes of the problem; secondly, in their attempt to create artefacts (instructional activities) teachers did not collaboratively interrogate them to ensure that they were purposeful; thirdly, although the process of generating evidence through lesson presentation was done appropriately, teachers were restricted by the activities and questions that were not purposeful; and lastly, instead of focusing mainly on evaluating evidence against their assumptions during the reflection session, teachers focused on the challenges and the affordances of LS.

Lancelot Makandidze PhD candidate

Title: Teachers’ development of mathematical knowledge for teaching trigonometric functions through Lesson Study

My study aimed to explore teachers’ development of mathematical knowledge for teaching trigonometric functions through Lesson Study. The Diagnostic Reports generated from the National Senior Certificate examinations over the years revealed yearly decline in the learners’ performance in trigonometric functions. The decline could be ascribed to difficulties faced by teachers and learners in teaching and understanding the topic respectively. The findings revealed that teachers developed mathematical knowledge for teaching trigonometric functions through discussions and sharing, mostly Knowledge of Content and Curriculum, Special Content Knowledge, Knowledge of Content and Students, and Knowledge of Content and Teaching. During interviews, teachers reported that they gained mathematical knowledge for teaching trigonometric functions substantially and they attributed this to the potentialities of the collaborative nature of Lesson Study.

Dumisani Maphanga PhD candidate

Title: Mathematics Teachers’ Reflective Practices within the Lesson Study Context

The purpose of my study was to explore mathematics teachers’ reflective practices within the Lesson Study (LS) setting. Though the LS cycle has 5 stages, I focused on professional development that happens during the post-lesson reflection stage in which teachers reflect on the lesson and challenge themselves as to how the lesson could have been taught differently to achieve better outcomes. One of the main findings from the study was that teachers benefit in doing post-lesson reflection regarding how learners respond to different teaching methods which leads to their understanding of the mathematics concepts and lesson improvement.

Koketso Moremi (MEd - Cum Laude) PhD candidate

Title: Mathematics teachers’ professional noticing as an immanent feature of Lesson Study

Professional noticing is an important skill for teachers to have and master. With professional noticing, teachers can identify incidents that elicit learners’ mathematical thinking, interpret them and respond in alignment with how learners think mathematically. The purpose of this study was to explore how mathematics teachers employ professional noticing when offering lessons within the Lesson Study context. The study revealed that teachers tend to practice noticing superficially, and therefore make unfitting instructional decisions. It also revealed that teachers’ reflection on practice lacked depth.

Victor Chakawanei (MEd)

Title: Exploring pre-service teachers’ knowledge of learner thinking within the Lesson Study context

Understanding learners' mathematical thinking enables teachers to assess comprehension, identify misconceptions, and refine instructional strategies for deeper learning. This study explored pre-service teachers’ knowledge of student thinking (KoST) during lesson planning, presentation, and reflection stages within Lesson Study. KoST is essential for effective mathematics teaching as it helps elicit cognitive processes like reasoning, proof, and problem-solving. Using an interpretive research approach, the study examined pre-service teachers from a South African private higher education institution. Findings revealed that while KoST was considered throughout the Lesson Study cycle, it was most emphasised during lesson presentation and observation, with less focus on planning and reflection.

Sharayi Matizamhuka (BEd Hons) MEd candidate

Title: Exploring mathematics teachers' purposeful instructional tasks as a pedagogical tool within the Lesson Study setting

Learners develop their sense of what it means to do mathematics from their experience with the subject. The instructional tasks that learners engage with in the classroom allow them to experience mathematics. The purpose of this study was to explore how mathematics teachers use purposeful instructional tasks to teach mathematics in the Lesson Study setting. The study revealed that teachers focus on using tasks for mathematical fluency that assist learners in preparing for exams instead of tasks that allow learners to gain a deeper understanding of mathematics.

Mami Sugawara (BEd Hons) MEd candidate

Title: Diagnosing learners’ misconceptions in division of whole numbers: Setting goals for teaching enhancement through Lesson Study

Effective diagnostic assessments provide insights into learners' misconceptions, allowing the teacher to adjust the teaching approach accordingly. Many teachers proceed with instruction without recognising learners' misconceptions, which may lead to inadequate understanding. The purpose of this study was to diagnose Grade 6 learners' misconceptions in division of whole numbers to enhance teaching through within the Lesson Study context. This study revealed that many learners rely on procedural knowledge, which leads to a lack of conceptual understanding. Accurately analysing learners' misconceptions and improving teaching based on this analysis is expected to promote the development of learners' mathematical thinking.

Khwezi Masuku (BEd Hons) MEd candidate

Title: Board writing approaches of mathematics teachers in Lesson Study

The chalkboard is a vital piece of classroom furniture that serves the purpose of being an important and fundamental tool for teaching. This can be evidenced by its presence in classrooms globally and throughout history. It is therefore important that teachers are able to engage learners’ mathematical thinking with their use of the board in teaching. The purpose of my study was to explore how mathematics teachers in a Lesson Study context are able to apply various board writing approaches and techniques in order to actively involve learners and engage them to develop their mathematical thinking abilities. I would like to explore how these approaches are influenced by the types of board used as well as how these approaches can aid teachers in low resource contexts so that they may be able use the board to meaningfully engage their learners in the mathematics classroom.

Ofentse Molokomme (BEd Hons) MEd candidate

Title: Investigating learners` misconceptions in grade 8 algebraic expressions to inform the goal of research lesson within Lesson Study

Addressing learners’ misconceptions through the analysis of diagnostic assessments is important to ensure the effectiveness and success of our education system. By looking closely at learners’ errors during their process of learning, teachers can uncover incorrect conceptualisations and gain valuable insights into individual learners’ understanding of mathematical concepts and procedures. The purpose of this study was to explore how the implementation of a diagnostic test can effectively identify and address misconceptions in algebraic expressions among Grade 8 learners, with the goal of informing and enhancing the development of a research lesson within Lesson Study. The findings revealed that the prevalent misconceptions were procedural and conceptual errors. Based on these findings, an implication of this research is that teachers must consider the use of various misconception types in their pedagogy, anchored on learners’ errors and misconceptions on specific mathematics topics such as algebraic expressions to guide instructional decisions and purposeful tasks for the subsequent collaborative lesson planning.

Mahlatse Radingwane (BEd Hons) MEd candidate

Title: Diagnostic analysis of grade 6 learners’ solutions of common fractions in the Lesson Study context

Understanding learners’ misconceptions can provide valuable information about their understanding of mathematical concepts and problem-solving skills. To understand learners misconceptions, teachers need to leverage a two-tier diagnostic test which proves effective in uncovering misconceptions. By identifying the root causes early on, teachers can tailor their lessons to address these misconceptions effectively, thereby  promoting deeper understanding in mathematics education. The purpose of this study was to analyse grade 6 learners’ solutions of common fractions through a two-tier diagnostic test in the Lesson Study context, with the aim of identifying learners’ misconceptions to inform the goal of the research lesson. The study revealed that prevalent misconceptions learners tend to make are conceptual and procedural errors. The study recommends that teachers use the learners’ misconceptions to design effective instructional strategies for collaborative research lesson to enhance the teaching and learning of common fractions.