Abstract

This paper draws from a broad study that explored mathematics teachers’ engagement with textbooks within the Lesson Study context. In the current paper, we report on teachers’ use of mathematics textbook activities to inform their instructional decisions during collaborative lesson planning of numeric and geometric patterns. The study took place within the Lesson Study (LS) context – a teacher development practice that emphasises, inter alia, collaborative lesson planning. Data was collected by observing teachers during collaborative lesson planning and through interviews. Data analysis was informed by the Mathematics Knowledge for Teaching (MKT) framework and Modes of teacher engagement with the textbook. Findings suggest that teachers’ instructional decisions are mainly stimulated by the textbooks, teachers use textbook activities with fidelity, and they seldom adapt the activities drawn from the textbooks. However, where adaptation occurs teachers do it superficially. We contend that the capacity to conduct in-depth interrogation of the text is a derivative of mathematics subject matter knowledge (SMK) as well as pedagogical content knowledge (PCK). Therefore, the widespread adoption of text without interrogation could be indicative of the lack of requisite content knowledge and pedagogical skills.

Keywords

References

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