Malawian secondary mathematics teachers’ take-up of language responsive teaching through lesson study
Résumé
In this paper we explore Malawian secondary mathematics teachers’ take-up of language responsive
teaching (LRT) during Lesson Study (LS) professional development (PD) on similar triangles. The
findings presented here suggest that take-up of LRT through LS is complex. The teachers experienced
and advocated engagement of learners in more mathematical talk and thinking during the PD
workshops, lesson planning sessions and in lesson reflection. The limited, emergent enactment of
some of these practices illuminates their complexity. We posit from this that developing LRT through
LS, and particularly teachers’ expanding their repertoires for enhancing students’ language
production, needs to be understood as a long-term goal with opportunities over time for planning,
enacting and reflection.
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