Integrating research into practice: The growth of collective pedagogical content knowledge for primary mathematics via lesson study

Abstract

Teacher is the most important person in enhancing the students’ learning and lesson study (LS) has achieved international consensus as a vehicle for developing good lessons and enhancing teachers’ professional skills. The aim of this study is to explore how lesson study might act as a form of professional development in helping primary mathematics teachers to develop their collective pedagogical content knowledge in teaching mathematics for the topic of quadrilaterals in the fourth grade. The case study approach with a participant researcher was used. Adapting the sociocultural perspective, the teachers’ reflective practice in LS is linked to the teachers’ engagement with inquiry and research. The term “ Collective Pedagogical Content Knowledge” ( collective PCK) is used to describe the pedagogical content knowledge that is explicitly developed and shared by the LS teachers with evidence identified as “Seed Events” in the analysis. Seed Events are episodes identified in LS teacher meetings or research lessons, leading into deep reflection, consequently clarifying the conceptions of mathematics objects, enhancing the pedagogical strategies, and further enactment in subsequent research lessons. Finally, we further argue that LS is a wise investment of professional capital so that teachers can envision their professional growth with their industrious effort for something worthy.