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Mathematics teachers' professional noticing as an immanent feature of Lesson Study
Dissertation (MEd (Mathematics))--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_ | 1867613527947083776 |
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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 | Dissertation (MEd (Mathematics))--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/103689 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:34.574Z |
| 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:2263/103689 Mathematics teachers' professional noticing as an immanent feature of Lesson Study Sekao, David u18229256@tuks.co.za Moremi, Koketso Clinton UCTD Sustainable Development Goals (SDGs) Lesson study Professional noticing Instructional decisions Mathematical thinking Purposeful activities Dissertation (MEd (Mathematics))--University of Pretoria, 2024. Teachers’ professional noticing is an essential pedagogical skill for the effective teaching and learning of mathematics. Professional noticing is an inherent attribute of Lesson Study (LS). Therefore, LS is the perfect context to explore how mathematics teachers used professional noticing when offering lessons within the LS setting; thereby making instant instructional decisions while the lesson unfolds. My qualitative case study research is situated within the interpretivist paradigm, wherein two LS groups were studied to gain insights into how mathematics teachers’ professional noticing informs their instructional decisions. I used two theoretical lenses, namely, Situated Learning Theory (Lave & Wenger, 1991), to provide a theoretical basis for LS and FOCUS Framework for Productive Noticing (FFPN) (Choy, 2015) to provide a theoretical basis for professional noticing. The two LS groups were purposively selected because of their familiarity with and implementation of LS. Data were collected through observation, document analysis and unstructured interviews to answer the primary research question: How do mathematics teachers use professional noticing to facilitate lessons within LS? The findings of this research have practical implications for mathematics teaching. The study revealed that while teachers noticed learners struggling with specific mathematics ideas, their noticing was only superficial. This led to instructional decisions that were not optimal for enhancing or developing learners’ mathematical thinking. The dominant instructional decision was to, in the same way, re-explain a mathematics idea in the same way when learners were struggling with it. The study also revealed that teachers could reflect on practice cosmetically and suggest alternatives for the future. The recommendations from this research can guide teachers to use purposeful activities when teaching in the LS context to enable them to notice specific issues regarding learners’ mathematical thinking and then make suitable instructional decisions. It also suggests that teachers consult curriculum policy when engaging in post-lesson reflections to enrich their reflection-on-practice. Science, Mathematics and Technology Education MEd (Mathematics) Unrestricted Faculty of Education SDG-04: Quality Education 2025-07-30T07:47:52Z 2025-07-30T07:47:52Z 2025-05-07 2024-09 Dissertation * A2025 http://hdl.handle.net/2263/103689 10.25403/UPresearchdata.28323731 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 Professional noticing Instructional decisions Mathematical thinking Purposeful activities Mathematics teachers' professional noticing as an immanent feature of Lesson Study |
| title | Mathematics teachers' professional noticing as an immanent feature of Lesson Study |
| title_full | Mathematics teachers' professional noticing as an immanent feature of Lesson Study |
| title_fullStr | Mathematics teachers' professional noticing as an immanent feature of Lesson Study |
| title_full_unstemmed | Mathematics teachers' professional noticing as an immanent feature of Lesson Study |
| title_short | Mathematics teachers' professional noticing as an immanent feature of Lesson Study |
| title_sort | mathematics teachers professional noticing as an immanent feature of lesson study |
| topic | UCTD Sustainable Development Goals (SDGs) Lesson study Professional noticing Instructional decisions Mathematical thinking Purposeful activities |
| url | http://hdl.handle.net/2263/103689 |