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Mathematics teachers’ reflective practices within the Lesson Study context
Thesis (PhD (Mathematics Education))--University of Pretoria, 2024.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2025
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| _version_ | 1867613722474708992 |
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| access_status_str | Open Access |
| author2 | Sekao, David |
| author_browse | Sekao, David |
| author_facet | Sekao, David |
| collection | Thesis |
| dc_rights_str_mv | © 2024 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Mathematics Education))--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/102629 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:40.078Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/102629 Mathematics teachers’ reflective practices within the Lesson Study context Sekao, David Dumisani.Maphanga@gauteng.gov.za Ogbonnaya, Ugorji Maphanga, Dumisani Simon UCTD Sustainable Development Goals (SDGs) Lesson study Reflective practice Post-lesson reflection Critical reflection Professional development Thesis (PhD (Mathematics Education))--University of Pretoria, 2024. The ability of teachers to reflect upon teaching and learning processes has become the key factor for professional development (PD) in recent times. In my qualitative case study research, situated within the interpretivist paradigm, I explored Mathematics. Teachers’ Reflective Practices within the Lesson Study (LS) setting. Six teachers who constituted an LS team were purposively and conveniently selected based on their experience using LS in their school and being willing and accessible to participate in my study, respectively. My study was guided by two theoretical lenses: Social Constructivist Theory (SCT) and Gibbs’ Reflective Cycle. Data were collected through lesson observation, document analysis and semi-structured interviews to answer the primary research question: How do mathematics teachers acquire learning through post-lesson reflection in LS? The following main findings were revealed: (a) teachers follow a structural format of doing reflections; (b) teachers reflect on pedagogical and content knowledge as part of their learning experiences; (c) teachers conduct post lesson reflection based on the observation tool to gauge the achievement of the lesson objectives; (d) 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; and (e) although teachers demonstrated a fair understanding of conducting reflection, there were hindrances regarding the quality of their reflections which lacked mathematical rigour. I propose a modified LS model with an easy-to-follow reflective cycle to enhance structured and focused reflection. Science, Mathematics and Technology Education PhD (Mathematics Education) Unrestricted Faculty of Education SDG-04: Quality Education 2025-06-03T13:44:56Z 2025-06-03T13:44:56Z 2025-09 2024-11 Thesis * S2025 http://hdl.handle.net/2263/102629 DOI: https://doi.org/10.25403/UPresearchdata.29352659.v1 en © 2024 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Sustainable Development Goals (SDGs) Lesson study Reflective practice Post-lesson reflection Critical reflection Professional development Mathematics teachers’ reflective practices within the Lesson Study context |
| title | Mathematics teachers’ reflective practices within the Lesson Study context |
| title_full | Mathematics teachers’ reflective practices within the Lesson Study context |
| title_fullStr | Mathematics teachers’ reflective practices within the Lesson Study context |
| title_full_unstemmed | Mathematics teachers’ reflective practices within the Lesson Study context |
| title_short | Mathematics teachers’ reflective practices within the Lesson Study context |
| title_sort | mathematics teachers reflective practices within the lesson study context |
| topic | UCTD Sustainable Development Goals (SDGs) Lesson study Reflective practice Post-lesson reflection Critical reflection Professional development |
| url | http://hdl.handle.net/2263/102629 |