The Connection Commonalities in the Mathematical Content of Lesson Sequences

Abstract

This study examined whether there are any connections between the Year 8 mathematics content of the lessons of four competent mathematics teachers in two different school settings in Brunei Darussalam. A continuous series of lessons was video recorded, ranging between four to six consecutive lessons for each teacher participant. The qualitative approach analyses reported firstly, the connections in the mathematical content made between the teachers collectively, and secondly, the particular connections made by the individual teachers in each of their lesson sequences. The commonalities found among the teachers were on the topic of statistics and the close similarity between the combined lessons of the two teachers in the second school setting. Although two teachers made visible connections by making references to the content that was used in their previous lessons, only one of them consistently connected or made apparent references of real-life examples to several problem tasks among his lessons.