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Mathematics teachers’ diagnostic assessment practices in the implementation of lesson Study
Dissertation (MEd (Mathematics Education))--University of Pretoria, 2022.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613612499009536 |
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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 | © 2022 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 Education))--University of Pretoria, 2022. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/88575 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:54.752Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| 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:2263/88575 Mathematics teachers’ diagnostic assessment practices in the implementation of lesson Study Sekao, David andreavetter735@gmail.com Vetter, Andrea UCTD Mathematics Education Lesson Study Diagnostic assessment Diagnostic analysis Diagnostic competences Mathematics misconceptions Dissertation (MEd (Mathematics Education))--University of Pretoria, 2022. Lesson Study (LS) is a teacher-led and practice-situated professional development (PD) model that teachers use to improve their teaching and to foster learners’ mathematical thinking. There are different variants of LS globally. 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 this qualitative case study, based on interpretive paradigm, was to examine mathematics teachers' diagnostic assessment practices when implementing LS. I addressed the following main research question: How do mathematics teachers use the LS cycle to identify learners’ misconceptions in mathematics? Data was collected through observations and interviews from a team of mathematics teachers participating in in-school LS. I used two theoretical lenses: the situated learning theory (SLT) in which LS is rooted, and the taxonomy of diagnostic competences (Fischer, Kollar, Ufer, Sodian, Hussmann, Pekrun, R. & Eberle, 2014). 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. Essentially, there is a need for policy makers and teacher development institutions to empower teachers on diagnostic assessment, thereby institutionalising it as a mathematics classroom culture. Science, Mathematics and Technology Education MEd (Mathematics Education) Unrestricted 2022-11-30T12:35:16Z 2022-11-30T12:35:16Z 2023-05-15 2022-11-24 Dissertation * A2023 https://repository.up.ac.za/handle/2263/88575 https://doi.org/10.25403/UPresearchdata.21617529 en © 2022 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 Mathematics Education Lesson Study Diagnostic assessment Diagnostic analysis Diagnostic competences Mathematics misconceptions Mathematics teachers’ diagnostic assessment practices in the implementation of lesson Study |
| title | Mathematics teachers’ diagnostic assessment practices in the implementation of lesson Study |
| title_full | Mathematics teachers’ diagnostic assessment practices in the implementation of lesson Study |
| title_fullStr | Mathematics teachers’ diagnostic assessment practices in the implementation of lesson Study |
| title_full_unstemmed | Mathematics teachers’ diagnostic assessment practices in the implementation of lesson Study |
| title_short | Mathematics teachers’ diagnostic assessment practices in the implementation of lesson Study |
| title_sort | mathematics teachers diagnostic assessment practices in the implementation of lesson study |
| topic | UCTD Mathematics Education Lesson Study Diagnostic assessment Diagnostic analysis Diagnostic competences Mathematics misconceptions |
| url | https://repository.up.ac.za/handle/2263/88575 https://doi.org/10.25403/UPresearchdata.21617529 |