Radingwane et al (1236-1254)

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Using diagnostic assessment to determine the goal of the research lesson: A Lesson Study case

Mahlatse Radingwane

Department of Science, Mathematics and Technology Education, University of Pretoria, South Africa

ORCID: https://orcid.org/0009-0000-5973-9924

David Sekao

Department of Science, Mathematics and Technology Education, University of Pretoria, South Africa

ORCID: https://orcid.org/0000-0003-1849-120X

Mandlenkosi Richard Sibiya

Department of Science, Mathematics and Technology Education, University of Pretoria, South Africa

ORCID: https://orcid.org/0000-0003-4327-0046

Koketso Clinton Moremi

Department of Science, Mathematics and Technology Education, University of Pretoria, South Africa

ORCID: https://orcid.org/0000-0002-0311-7509

Abstract

Two-tier diagnostic assessment, unlike single-tier diagnostic assessment, is credited for affording teachers a deep understanding of learners’ misconceptions in mathematics, thereby improving teaching and learning. The purpose of this interpretivist case-study paper was to identify grade 6 learners’ misconceptions of fractions, using a two-tier diagnostic assessment, thereby determining the goal of the research lesson within the Lesson Study (LS) context. Data was collected via administration of a two-tier diagnostic test. Although some procedural and factual misconceptions were revealed, conceptual misconceptions appeared to be most dominant in the learning of fractions. However, the interplay between the three categories of misconceptions seemed to be inevitable. Therefore, we conclude and recommend that, instead of focusing on only one of the three categories of misconceptions related to fractions, the goal of the research lesson within the LS setting should encompass all three categories of misconceptions and address them in an integrated manner.

Keywords: Fractions, Lesson Study, misconceptions, two-tier diagnostic assessment, research lesson

How to cite this article: Radingwane, M., Sekao, D., Sibiya, M.R., & Moremi, K.C. (2025). Using diagnostic assessment to determine the goal of the research lesson: A Lesson Study case. African Perspectives of Research in Teaching and Learning, 9(8), 1236-1254.

DOI: https://doi.org/10.70875/v9i8article12