Reflections on teaching ratio and proportion using Lesson Study

Abstract

Lesson Study provides an opportunity for teachers to engage in layers of individual and collaborative reflections in, on, and for practice to improve the teaching and learning process. This paper reports on reflections on teaching ratio and proportion online using Lesson Study, which could improve the teaching-learning process, specifically on pedagogy. The study consisted of three major stages: Lesson Planning, Lesson Study Proper, and Reflection through post-lesson discussion. The research lesson study proper was participated in by Grade 9 students in a school in the Philippines and six teachers—one taught the lesson, and the other five observed the class via Zoom. Also, the six teachers were participants in the post-lesson discussion. The data gathered from this descriptive qualitative study were analyzed using thematic analysis. It was concluded that in teaching ratio and proportion, the distinction between terminologies must be emphasized so there will be no confusion and for the students to use what is proper. Moreover, it is advised that a real-life problem involving ratio and proportion be included in the lesson so that students will appreciate its uses and lessen its abstraction. Teachers must also go beyond routine activities to increase students' critical thinking and employ the Higher Order Thinking Skills. Thus, it is recommended that teachers undergo training to learn different and new pedagogies to improve their teaching by going beyond routine activities and incorporating real-life problems.

Keywords

• higher-order thinking skills
• lesson study
• ratio and proportion
• reflection
• online