The emphasis on high-quality education and professional development of teachers in order to improve the performance of learners in schools continues to be a topic of discussion worldwide in the 21st century. Related literature has shown that there is an increasing awareness of a social dimension in mathematics teacher education, and how a solution can be reached to address quality of teacher professionalism in the education system through lesson study. Series of workshops and programme are being organized for majority of the teachers to prepare them fully for quality teaching and learning in schools. However, learners’ performance in mathematics continues to be unsatisfactory in South Africa when compared to learners at an international level. A qualitative approach was used for this study and the article draws data from participatory action research, with a focus on teachers’ attitudes towards lesson study as a panacea to improve teaching and learning of mathematics in South African schools.

Published in: Canada International Conference on Education, 2018

• Date of Conference: 25-28 June, 2018
• DOI: 10.2053/CICE.2018.0100
• Electronic ISBN: 978-1-908320-90-2
• Conference Location: University of Toronto Mississauga, Canada