First published 9/27/2026, 8:34:15 PM · Last updated 9/27/2026, 8:34:30 PM

A capabilities approach to examining mathematics and science teachers’ reported experiences of lesson study professional development

A peer-reviewed journal article by the Institute of Advanced Engineering and Science presenting a capabilities-based analysis of mathematics and science teachers’ reported experiences with lesson study professional development. The provided source fields include only the title, publisher, content type, and publication date without study details or results.

Categories: science-and-space, positive-progress

Generated scores

Scores are based on the cited reporting and use a 1–10 scale. Read the methodology.

Confidence: 2/10How certain the assessment is based on the clarity and evidence in the cited reporting.
Geographic reach: 1/10How widely the event reaches, from a local area (1) to worldwide impact (10).
Global importance: 1/10The event's broader significance, from limited importance (1) to major global importance (10).
Impact magnitude: 2/10The scale or severity of the real-world impact, from minor (1) to extreme (10).
Positivity: 6/10How harmful or beneficial the event is, from strongly harmful (1) to strongly positive (10).
Urgency: 1/10How time-sensitive the event is, from low urgency (1) to immediate attention needed (10).

Why it matters

The article documents teachers’ reported experiences of a professional development approach for mathematics and science instruction.

Sources

A capabilities approach to examining mathematics and science teachers’ reported experiences of lesson study professional development

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