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Mathematics teachers' engagement with textbook : the affordances of lesson study
Thesis (PhD (Science, Mathematics and Technology Education)--University of Pretoria, 2023.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2023
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| _version_ | 1867613674446782464 |
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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 | Thesis (PhD (Science, Mathematics and Technology Education)--University of Pretoria, 2023. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/89481 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:54.193Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| 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:2263/89481 Mathematics teachers' engagement with textbook : the affordances of lesson study Sekao, David nomvuyothobela@gmail.com Ogbonnaya, Ugorji Thobela, Nomvuyo Maureen UCTD Lesson Study Intended curriculum Implemented curriculum Curriculum resources Mathematics Textbooks Thesis (PhD (Science, Mathematics and Technology Education)--University of Pretoria, 2023. Lesson Study (LS), a collaborative practice-embedded teacher development model that originated in Japan, is used globally to foster teacher learning and learners’ mathematical thinking. One of the important attributes of LS is conducting the study of curriculum materials (kyozai-kenkyu in Japanese), which includes textbooks. This qualitative case study explores teacher engagement with textbooks during collaborative lesson planning, and lesson presentation and observation stages of the Lesson Study cycle in South Africa. The study aims to answer the primary research question: How do Grade 6 mathematics teachers engage with textbooks during the Lesson Study session? Two theoretical lenses were used to gain insights into this study: modes of teacher-text engagement with the textbook advocated by Remillard (2005) and Brown (2011), and Mathematics Knowledge for Teaching (MKT) espoused by Ball et al., (2008). Data were collected using observation and unstructured interviews. Findings revealed that although teacher-text engagement is predominantly with fidelity, they (the teachers) gained more insights into mathematics content and pedagogical skills as well as informed instructional decision-making. However, it was also revealed that the mathematics textbooks (especially the teachers’ guides) teachers used in this study do not adequately support teachers. To this effect, I propose the framework for conceptualisation of textbooks for consideration by policymakers, textbook authors, and publishers. Proposed key words: Lesson Study, mathematics textbooks, intended curriculum, implemented curriculum, curriculum materials Science, Mathematics and Technology Education PhD (Science, Mathematics and Technology Education) Unrestricted 2023-02-14T10:08:06Z 2023-02-14T10:08:06Z 2023-04 2023 Dissertation * A2023 https://repository.up.ac.za/handle/2263/89481 10.25403/UPresearchdata.22086842 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 Lesson Study Intended curriculum Implemented curriculum Curriculum resources Mathematics Textbooks Mathematics teachers' engagement with textbook : the affordances of lesson study |
| title | Mathematics teachers' engagement with textbook : the affordances of lesson study |
| title_full | Mathematics teachers' engagement with textbook : the affordances of lesson study |
| title_fullStr | Mathematics teachers' engagement with textbook : the affordances of lesson study |
| title_full_unstemmed | Mathematics teachers' engagement with textbook : the affordances of lesson study |
| title_short | Mathematics teachers' engagement with textbook : the affordances of lesson study |
| title_sort | mathematics teachers engagement with textbook the affordances of lesson study |
| topic | UCTD Lesson Study Intended curriculum Implemented curriculum Curriculum resources Mathematics Textbooks |
| url | https://repository.up.ac.za/handle/2263/89481 |