Abstract
Lesson study is a form of classroom inquiry that can facilitate teachers’ continuing professional development. This study aims to explore primary school mathematics teachers’ perspectives about the implementation of the lesson study strategy in teaching mathematics. The sample of this study included 149 primary school mathematics teachers in Riyadh, Saudi Arabia, who were selected by using the purposive sampling. A quantitative questionnaire was sent to the teachers by e-mail or mobile. 149 mathematics teachers responded to the questionnaire; among them, fifteen teachers participated in a qualitative interview. The results indicated that most of the sample members carry out lesson study activities. The percentages of the teachers in the study sample who practice the activities and procedures of the lesson study ranged between 61.7% and 89.9%. The results also indicated that there is a high impact on the professional development of mathematics teachers as a result of their participation in the lesson study strategy as it helps enhance their mathematical and pedagogical knowledge, improve their knowledge of students’ learning process, and influence their views about the lesson study approach.
Highlights
Current approaches to teacher preparation and professional development, in which teachers act as researchers, have been the main focus of many educational studies [2,3,4]
E lesson study (LS) approach involves collaboration among a team of teachers to plan a lesson where a research lesson is taught by a teacher, while others observe his teaching with an emphasis on student learning
According to the result for item 14, this could be due to weak collaboration between the educational departments at universities and the practitioners at schools. e result related to item 12 indicates that there are some teachers who neglected reteaching during the lesson study activities in another class by another teacher
Summary
Discussing long-term goals, such as social, ethical, and academic development of students and development of standards. Some examples of the questions are as follows: “How were you able to carry out the activities included in Table 1?” “Do you think that the practice of LS for difficult topics helps facilitate the explanation of those topics and results in better understanding among students?” “Do you think that some domains of mathematics are more appropriate for LS?” “What factors affected the frequency of your practice or participation in LS?” “To what extent do you think the training program influenced your professional development?” e data obtained from the interview were analysed using open and closed coding; Saldaña [33] described a code as “a word or short phrase that symbolically assigns a summative, salient, essence-capturing, and/or evocative attribute for a portion of language-based or visual data”.
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