Teacher learning in teaching the topic of quadratic expressions and equations in Kenyan high schools: Learning Study design

International audiencePerformance in mathematics national examinations in Kenya has been weak and raises questions about the pedagogical approaches adopted by teachers. The purpose of this paper is to report on teachers' experiences of the application of a problem-solving teaching strategy in a Learning Study design to teach factorization of quadratic expressions. The study follows a qualitative and interpretive research approach with data collected through questionnaires, classroom observations, video replays and reflection sessions after lessons. The findings reveal teachers' appreciation of the application of problem-solving teaching in a Learning Study design, saying it helped them to observe the difficulties students experience in learning algebra and the shortcomings in their lesson preparation. In addition, they noted the importance of reflection in that it helped them improve the second lesson