Teacher learning about exemplification in geometry through lesson study

Abstract

We explore aspects of Malawian teachers’ learning in their first encounter with Lesson Study (LS) professional development. Experienced secondary mathematics teachers from two schools participated in a theory-guided LS focused on geometry. Using data collected during the first LS cycle, we examined dimensions of variation of geometry examples made available, and changes in example sets. Findings show teachers’ take-up of two dimensions of variation in the initial lesson plan, with the third dimension coming into focus during lesson reflection. We argue that theory-guided LS can support teachers to strengthen their knowledge and use of example sets in geometry.