Teaching division through problem-solving using lesson study

Abstract

This report describes a lesson study conducted with a Year 6 class at St Augustine College, Primary School, focused on teaching division through collaborative problem-solving. The lesson aimed to shift passive learners into active participants by engaging them in authentic tasks that required reasoning, group collaboration, and application of division concepts without relying on rote algorithms. Students worked in groups to complete two tasks: reconstructing a partially worked-out division problem and solving a riddle involving division. Observations highlighted increased student engagement, effective peer dialogue, and emerging use of mathematical language. Feedback from students and educators indicated that real-world contexts and open-ended tasks enhanced motivation and conceptual understanding. The experience also deepened teacher collaboration, improved lesson planning, and underscored the value of student feedback. This study demonstrates how lesson study can transform both teaching and learning by promoting reflective practice, instructional innovation, and meaningful student participation in mathematics.