Professional learning for teaching mathematics through problem solving in Indonesian Primary Schools

Abstract

This study focused on teacher professional learning about problem solving in the context of selected Indonesian primary schools. Professional learning was conducted via a Lesson Study Cycle. Teachers’ learning was judged in terms of their mathematical content knowledge, and pedagogical content knowledge in relation to teaching using a problem solving approach. Other aims of the project were to identify any changes in beliefs about teaching held by the participant teachers, and to identify and describe elements of Lesson Study that were effective in developing and supporting teacher learning in this Indonesian context.This project used case study as an analytical method to provide an in-depth perspective based on extensive data collection. The participants in this study were twelve upper grade primary school teachers who came from an inner city area and a suburban area in Bengkulu, Indonesia. Five of the twelve teacher participants acted as volunteer teachers and these were reported and described in-depth as case studies. Data collection in this study involved classroom observations, interviews with teachers, Lesson Study Group Meetings, video recording of classrooms, field notes, and an analysis of documents. Data analysis used grounded theory with inductive analysis to identify emerging themes from the accumulated data that were developed from interview transcripts, field notes, report records, observation, and reflection. Triangulation in data gathering was achieved through the use of multiple data sources.The findings from this study showed that Lesson Study brought changes in teachers’ pedagogical content knowledge and mathematical content knowledge, and also teachers’ beliefs about teaching. Reflection during Lesson Study for five volunteer teachers indicated that four teachers were not confident, and only one teacher was confident in teaching with observers in the classroom. Results suggested that the use of manipulatives and open problems were new teaching ideas for both teachers and the students. The teachers had not had much experience in using manipulative problems. They changed to become aware of the fact that manipulative problems could be used to help students with understanding concepts. Also, more open problems were used as a new approach by all teachers. There was a small change from traditional teaching to the use of less teacher directed work in classrooms.The teachers showed less change in mathematical content knowledge than in pedagogical content knowledge. Nevertheless, they were building mathematical content knowledge by connecting resources with learning. Lesson Study improved the teachers’ knowledge of teaching mathematics using a problem solving approach in that they changed from a traditional approach to one where problems were developed. The study has implications for teacher professional learning as it shows that teachers can develop pedagogical content knowledge and mathematical content knowledge through the use of a Lesson Study process that develops learning communities. This in turn aids their planning of programs based on improved problem solving for their students.