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

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.

The promotion of selfdirected learning through the African philosophy of Ubuntu

“…Metacognitive regulation, in light of this process, refers then to the behaviour to plan, monitor and evaluate the learning experiences (Little & McDaniel 2015). To plan, the learner can select a particular task or strategy, read a question more than once or draw a diagram to better understand what the task requires (Jagals & Van der Walt 2018). A learner who monitors will continually check if the task calls on specific and relevant prior knowledge and skills, and aim to meet these task requirements.…”

The influence of the learning environment on promoting self-directed learning

“…Metacognitive regulation, in light of this process, refers then to the behaviour to plan, monitor and evaluate the learning experiences (Little & McDaniel 2015). To plan, the learner can select a particular task or strategy, read a question more than once or draw a diagram to better understand what the task requires (Jagals & Van der Walt 2018). A learner who monitors will continually check if the task calls on specific and relevant prior knowledge and skills, and aim to meet these task requirements.…”

Foreword

“…Metacognitive regulation, in light of this process, refers then to the behaviour to plan, monitor and evaluate the learning experiences (Little & McDaniel 2015). To plan, the learner can select a particular task or strategy, read a question more than once or draw a diagram to better understand what the task requires (Jagals & Van der Walt 2018). A learner who monitors will continually check if the task calls on specific and relevant prior knowledge and skills, and aim to meet these task requirements.…”