Meiliasari Meiliasari, Wanty Widjaja, Susie Groves, Colleen Vale
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. © Mathematics Education Research Group of Australasia, Inc. 2026.
Universitas Negeri Jakarta, Jalan Rawamangun Muka, Pulo Gadung Jakarta Timur, DKI, Jakarta, 13220, Indonesia; Deakin University, 221 Burwood Highway, Burwood, 3125, VIC, Australia; Monash University, Wellington Road, Clayton, 3800, VIC, Australia
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