Prospective mathematics teachers’ professional development through lesson study: the case of teaching measures of central tendency from statistical graphs

Abstract

Research on teachers knowledge for teaching is an essential domain in teacher education. This article used a Japanese Lesson Study to develop prospective mathematics teachers knowledge for teaching measures of central tendency from bar charts and histograms. More specifically, the research focuses on developing specific content knowledge (Specialized Content Knowledge, SCK), knowledge of content and student (Knowledge of Content and Students, KCS), and knowledge of content and teaching (Knowledge of Content and Teaching, KCT) for prospective mathematics teachers through a lesson study process. The research results indicated that the prospective mathematics teachers had improved their knowledge for teaching through a lesson study cycle. The results provide insights into the effectiveness of the implementation of lesson study in initial mathematics teacher education.