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Designing and enacting mathematics lessons: Insights from pre-service teachers’ learning through project-based learning and lesson study

Artigo2026

Fitriati Fitriati ORCID; Hutkemri Zulnaidi ORCID; Rita Novita ORCID; Mik Salmina ORCID

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Resumo

Bridging lesson design and instructional enactment remains a challenge in mathematics teacher education. This qualitative case study explored how Project-Based Learning (PjBL) and lesson study supported pre-service mathematics teachers (PSTs) in addressing this challenge. PjBL provided the macro-pedagogical architecture for a seven-week collaborative project, while LS structured the micro-cycles of Plan, Do, See, and Redesign. Participants were 13 third-year PSTs enrolled in an undergraduate Mathematics Education program and taking an Elementary Mathematics Instruction course at an Indonesian university. Organized into three groups, they selected an elementary mathematics topic, designed a two-meeting lesson sequence, and completed two lesson study cycles through peer teaching. Data consisted of lesson designs and semi-structured group interviews and were analyzed thematically. The findings revealed that participants engaged in pedagogical reasoning, designed tasks intended to promote mathematical reasoning and communication, considered simulated learner responses, and used reflection to redesign their lessons. However, interview data revealed instances of reverting to direct explanation when simulated learners hesitated or required additional time. These findings identify a design–enactment discontinuity in which the capacity to construct student-centered lessons did not automatically translate into responsive enactment. The study suggests that combining sustained project work with iterative professional inquiry can provide a useful structure for lesson design, but PSTs also require repeated and scaffolded opportunities to rehearse responding to learner thinking.

Dados da obra

Tipo
Artigo
Periódico
Infinity, v. 15, n. 4, p. 993-1010
Editora
Institut Keguruan dan Ilmu Pendidikan Siliwangi; Indonesia Mathematics Educators' Society
Ano
2026 (2026-09)
Idioma
en
Palavras-chave
elementary mathematics instruction; lesson design; lesson study; pre-service teachers; project-based learning
Temas
Formação de Professores de Matemática
DOI
10.22460/infinity.v15i4.p993-1010
ISSN
2089-6867, 2460-9285
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
FITRIATI, Fitriati et al.. Designing and enacting mathematics lessons: Insights from pre-service teachers’ learning through project-based learning and lesson study. Infinity, v. 15, n. 4, p. 993-1010, 2026. DOI: https://doi.org/10.22460/infinity.v15i4.p993-1010.

APA

Fitriati, F., Zulnaidi, H., Novita, R., & Salmina, M. (2026). Designing and enacting mathematics lessons: Insights from pre-service teachers’ learning through project-based learning and lesson study. Infinity, 15(4), 993-1010. https://doi.org/10.22460/infinity.v15i4.p993-1010

BibTeX
@article{fitriati2026,
  author = {Fitriati, Fitriati and Zulnaidi, Hutkemri and Novita, Rita and Salmina, Mik},
  title = {Designing and enacting mathematics lessons: Insights from pre-service teachers’ learning through project-based learning and lesson study},
  year = {2026},
  journal = {Infinity},
  volume = {15},
  number = {4},
  pages = {993-1010},
  publisher = {Institut Keguruan dan Ilmu Pendidikan Siliwangi; Indonesia Mathematics Educators' Society},
  doi = {10.22460/infinity.v15i4.p993-1010},
  language = {en}
}
RIS
TY  - JOUR
AU  - Fitriati, Fitriati
AU  - Zulnaidi, Hutkemri
AU  - Novita, Rita
AU  - Salmina, Mik
TI  - Designing and enacting mathematics lessons: Insights from pre-service teachers’ learning through project-based learning and lesson study
PY  - 2026
JO  - Infinity
VL  - 15
IS  - 4
SP  - 993
EP  - 1010
DO  - 10.22460/infinity.v15i4.p993-1010
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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