Exploring the development of teachers' mathematical knowledge for teaching 4C skills through lesson study within school university partnership

Abstract

Teaching and learning in the 21st century require teachers to integrate critical thinking, creativity, communication, and collaboration (4C) skills into mathematics classrooms. The Indonesian government has implemented policy reforms to foster 4C skills in mathematics education through Realistic Mathematics Education (RME) approach. However, integrating these skills is challenging due to the necessity of a strong foundation of mathematical knowledge for teaching (MKT). This study proposes the SUPER-LS program as an effective solution to this educational challenge. The study aims to explore the development of teachers' MKT for teaching 4C skills using the RME approach during the SUPER-LS program. It employed a single case qualitative study with embedded units. Several groups of participants voluntarily joined the study, including ten teacher educators and ten in-service teachers for the first phase. In the second phase ten in-service teachers, ten pre-service teachers, and fifty-nine school students were involved during data collection. Data were collected through interviews, observations, and lesson study artefacts, and then analysed using a constant comparison and transcript-based lesson analysis following the MKT framework. The findings revealed that teacher educators and in-service teachers face similar challenges in teaching 4C skills and the RME approach. Challenges related to learner, educator, professional development and facility, actual application and organisation were identified. Participation in the lesson study cycle required in-service teachers and pre service teachers to rely on various types of MKT in their discussions and decisions. The development of teachers' MKT was evident during the SUPER-LS program, driven by activities such as collaborative work, classroom observation, practice reflective teaching, and getting support from knowledgeable others. However, implementation remains challenging for teachers. It is also found that students’ proficiency in each indicator of 4C skills ranged from level 1 to level 5 with the majority of students had a proficiency level of 2. This participation in the SUPER-LS program can enhance in service teachers and pre-service teachers’ MKT for teaching 4C skills, but more practice is needed to fully realize the benefits. The study provides valuable insights into improving mathematics education and informs educational stakeholders about teachers’ MKT development through the SUPER-LS program.