ABSTRACT
Anticipating students’ responses is an important element in planning a lesson. This involves teachers’ knowledge of the mathematics taught and knowledge of the students. This paper discusses pre-service teachers’ anticipation of students’ responses in a lesson study context. The lesson study was embedded in a teaching practice program at one university in Jakarta. It was conducted at two lower secondary schools in Jakarta, involving seven pre-service teachers, three mentor teachers, and two university lecturers. The researcher took the role of the knowledgeable other in the lesson study. Using case study methodology, data were collected through written test, video of the lesson study meetings, and interviews. The findings showed that the pre-service teachers’ anticipation of students’ responses was vague and lacked details. In making the anticipation, the pre-service teachers considered students’ previous learning and characteristics. In teachings, having the anticipation of students’ responses did not help the pre-service teachers to handle contingent moments. The pre-service teachers needed handy prompts to respond to students’ questions. The pre-service teachers found that anticipating students’ responses was difficult but rewarding. Despite the extra detailed work, anticipating students’ responses helped the pre-service teachers plan the lesson better and improved their confidence.
