Design Principles for Lesson Study Practice: A Case Study for Developing and Refining Local Theory

Divan Jagals; Martha Van der Walt

doi:10.29333/ejmste/91830

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Divan Jagals ¹ ^* , Martha Van der Walt ¹

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¹ North-West University, Potchefstroom, SOUTH AFRICA^* Corresponding Author

Abstract

The practice of Lesson study in the field of mathematics education is often restricted due to the assumptions of education theory and its impact on the teaching and learning practice. The paper discusses possible constructs and design principles that arise from such preconceptions of Lesson study. By incorporating these principles into the facilitation of Lesson study, a stronger community of practice can be established. As part of an undergraduate mathematics education methodology course’s content, two volunteer groups of students specialising in Grades 4 to 7 mathematics participated in the design and study of a research lesson. The aim was to determine how these students depict Lesson study in theory and practice through a-priori design principles, and how these principles led to the identifying of constructs that produced new principles that can inform the development of a (new) Local theory. The results indicate that the design principles produced constructs of metacognitive skills, metacognitive language and metacognitive networking that can be theorised. Recommendations follow on how Lesson study practice can be theorised about and facilitated through these design principles.

Keywords

mathematics education
lesson study
design-based research
design
principles
metacognition

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 14, Issue 8, August 2018, Article No: em1560

https://doi.org/10.29333/ejmste/91830

Publication date: 29 May 2018

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Article Downloads: 1769

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How to cite this article

APA

Jagals, D., & Van der Walt, M. (2018). Design Principles for Lesson Study Practice: A Case Study for Developing and Refining Local Theory. Eurasia Journal of Mathematics, Science and Technology Education, 14(8), em1560. https://doi.org/10.29333/ejmste/91830

Vancouver

Jagals D, Van der Walt M. Design Principles for Lesson Study Practice: A Case Study for Developing and Refining Local Theory. EURASIA J Math Sci Tech Ed. 2018;14(8):em1560. https://doi.org/10.29333/ejmste/91830

AMA

Jagals D, Van der Walt M. Design Principles for Lesson Study Practice: A Case Study for Developing and Refining Local Theory. EURASIA J Math Sci Tech Ed. 2018;14(8), em1560. https://doi.org/10.29333/ejmste/91830

Chicago

Jagals, Divan, and Martha Van der Walt. "Design Principles for Lesson Study Practice: A Case Study for Developing and Refining Local Theory". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 8 (2018): em1560. https://doi.org/10.29333/ejmste/91830

Harvard

Jagals, D., and Van der Walt, M. (2018). Design Principles for Lesson Study Practice: A Case Study for Developing and Refining Local Theory. Eurasia Journal of Mathematics, Science and Technology Education, 14(8), em1560. https://doi.org/10.29333/ejmste/91830

MLA

Jagals, Divan et al. "Design Principles for Lesson Study Practice: A Case Study for Developing and Refining Local Theory". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 8, 2018, em1560. https://doi.org/10.29333/ejmste/91830