| dc.description.abstract | Teacher learning in lesson study has been the focus of recent research by many authors. The current study considered teacher learning as a change in teachers’ noticing of their teaching-both on their students' learning and classroom routines. Literature reveals that noticing students’ thinking in a class as a whole or a particular student and the teacher’s pedagogy is one way of achieving teacher learning. In this study, van Es’ (2011) framework for learning to notice students' thinking was used to analyse a group of five teachers in a Malawi secondary school on the teaching of Pythagoras theorem. Though only one cycle was followed, the study aimed at finding the opportunities lesson study offered the teachers to learn as they were trying to promote geometric reasoning in their students.Three opportunities were identified as having the potential to support the teachers' learning. These were the teachers’ collaboration, a mistake committed in the lesson, and the presence of a knowledgeable other. | |
