| Summary: | The purpose of this paper is to share our experience in using photovoice to explore what is a good mathematics lesson as conceived by the primary pupils. Photovoice is a participatory method of research that can be used as a reflection technique among children who developmentally are less inclined to engage in language-based data gathering methods. In the study, six 11-year old pupils were chosen to participate. The objective of the study was to gauge the effectiveness of photovoice as an alternative method to capture reflection. Pupils were asked to take photographs with digital camera the most effective moment in their mathematics lesson. Photo-elicited individual interviews were conducted. On the methodology perspective, result of the study shows that photovoice does enhance learner's critical reflection. However, the interpretation of photovoice data faces some validating issues such as personal judgment and multiple interpretations. We believe that by employing triangulation of different data sources may help to solve the problems. The analysis of the case study data using photovoice showed that primary pupils valued "concrete examples", "drill and practice", and "board work" as characteristics of a good mathematics lesson. This study supported photovoice as another viable approach for researchers to capture and elicit pupils' voice. In particular, the marginalized groups can be led to reveal their own perspectives on what they learned about a good lesson in mathematics. © The Author(s) & Dept.
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