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<p>This paper explores the development of Indonesian secondary pre-service teachers’ Mathematical Content Knowledge (MCK), with a focus on Overt Subject Knowledge (OSK), triggered by contingency during the implementation of lesson study in a teaching practicum. In this paper, data from one lesson study group, consisting of two pre-service teachers, one mentor teacher, and one university lecturer, were analysed using the Knowledge Quartet (KQ) framework. During the lesson planning stage, the <i>knowledgeable other</i> (KO) encouraged pre-service teachers to design challenging tasks for students. This led to a contingency in the research lesson – in this case, unanticipated student difficulties related to finding square roots. Through the post-lesson discussion, which focused on how to help students overcome these difficulties, the pre-service teachers were found to have developed their MCK in relation to strategies for finding square roots. These findings suggest that provoking contingency in a lesson study setting can trigger the development of aspects of pre-service teachers’ MCK, identifying a way in which lesson study can provide a context for pre-service teachers to learn from contingency. This paper highlights the critical role of the KO in lesson study, in this case by provoking contingencies for pre-service teachers during the planning phase and facilitating subsequent analysis of missed opportunities during the post-lesson discussion.</p>

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The development of Indonesian pre-service teachers’ mathematical content knowledge during lesson study: learning from contingency

  • 期刊论文

  • 发表日期：

    2026年2月23日

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  • Meiliasari Meiliasari,
  • Wanty Widjaja,
  • Susie Groves,
  • Colleen Vale

摘要

This paper explores the development of Indonesian secondary pre-service teachers’ Mathematical Content Knowledge (MCK), with a focus on Overt Subject Knowledge (OSK), triggered by contingency during the implementation of lesson study in a teaching practicum. In this paper, data from one lesson study group, consisting of two pre-service teachers, one mentor teacher, and one university lecturer, were analysed using the Knowledge Quartet (KQ) framework. During the lesson planning stage, the knowledgeable other (KO) encouraged pre-service teachers to design challenging tasks for students. This led to a contingency in the research lesson – in this case, unanticipated student difficulties related to finding square roots. Through the post-lesson discussion, which focused on how to help students overcome these difficulties, the pre-service teachers were found to have developed their MCK in relation to strategies for finding square roots. These findings suggest that provoking contingency in a lesson study setting can trigger the development of aspects of pre-service teachers’ MCK, identifying a way in which lesson study can provide a context for pre-service teachers to learn from contingency. This paper highlights the critical role of the KO in lesson study, in this case by provoking contingencies for pre-service teachers during the planning phase and facilitating subsequent analysis of missed opportunities during the post-lesson discussion.