EXPLORING THE CO-CONSTRUCTED NATURE OF A "GOOD" MATHEMATICS LESSON FROM THE EYES OF LEARNERS

This paper reports on the analysis of students' views on what constitutes a "good" mathematics lesson. The methodology employed in the current study offered teachers and the students the opportunity in post-lesson video-stimulated interviews to identify those events in the lesson that they felt to be significant and to comment on what is a 'good" lesson for them. Post-lesson interviews were conducted and analysed with sixty students in three eighth-grade mathematics classrooms in Tokyo. The analysis reported in this paper reveals that, though there is certain commonality in students' views on what should be happened in a "good" lesson, they tend to construct different meanings associated with the same lesson they have experienced. The co-constructed nature of mathematics lesson has emerged through the eves of the learners.