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The study's context is the current reform movement adapting continuing professional development (CPD) as a means of upgrading teachers' subject knowledge as well as their teaching. Professional development (PD) aiming at primary school mathematics teachers (PSMTs) is a significant issue, because these teachers themselves have not had rich experiences with and in school mathematics. This study reports on PD based on Realistic Mathematics Education (RME) principles and the process of Lesson Study (LS) in a primary school in Namibia. In this study I focus on primary school teachers' subject knowledge as well as their teaching. The study draws on data collected over a period of three school terms involving fifteen teachers. Through LS and RME principles the teachers were involved in a process where they collaboratively planned, designed, presented and reflected on lessons. Analysis of the findings shows the teachers were positively disposed to the use and development of RME-based materials and found the latter to be helpful in terms of their subject matter content knowledge.
About the author
Dr. Barbara Peters graduated from the University of Stellenbosch, Department of Curriculum StudiesFaculty of Education.
