This research investigates how a lesson study (LS) on designing and implementing challenging tasks impacts Vietnamese high school mathematics teacher knowledge and beliefs. Its contribution highlights cultural considerations when adopting LS to the forefront to contextualize the impacts. The results show that the teachers developed their specialized content knowledge by attending to students’ mathematics and creating cognitive conflicts building on student responses. The teachers changed their curriculum knowledge from implementer to transformer, improved knowledge about content and students attending to difficulties and misconceptions, and enhanced their knowledge about content and teaching in ways they designed, sequenced, and evaluated approaches that fit student learning. Finally, they changed their beliefs about mathematics to a comprehensive view of knowledge, mathematical proficiency, and sophisticated beliefs of teaching and learning. Discussion about the essence of LS when adopting it to different cultures is included.

The increase in the number and complexity of process levels in semiconductor production has driven the need for the development of new measurement methods that can evaluate semiconductor devices at the critical dimensions of fine patterns and simultaneously inspect nanoscale contaminants or defects. However, conventional optical inspection methods often fail to resolve device patterns or defects at the level of tens of nanometers required for device development owing to their diffraction-limited resolutions. In this study, we used the stochastic optical reconstruction microscopy (STORM) technique to image semiconductor nanostructures with feature sizes as small as 30 nm and detect individual 20 nm-diameter contaminants. STORM imaging of semiconductor nanopatterns is based on the development of a selective labeling method of fluorophores for a negative silicon oxide surface using the charge interaction of positive polyethylenimine molecules. This study demonstrates the potential of STORM for nanoscale metrology and in-line defect inspection of semiconductor integrated circuits.

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Research on mathematics teacher knowledge has gained momentum recently; however, research on teacher planning is scarce, especially using lesson plans as the primary data source. This study examines how teachers' lesson plans change as they participate in a professional development, supporting them in implementing the Vietnamese reformed Curriculum 2018. Using a design-based research methodology, we developed a research-informed framework that assesses teachers' lesson plans for developing students' statistical literacy as emphasized in the mathematics Curriculum. Informed by research literature and data collected from teachers, the framework including seven criteria was shared and used by 61 teachers to reflect on the quality of their lessons. The analysis of 38 lesson plans shows all criteria have improved from pre- to post-lesson plans. The teachers included more explicit and comprehensive learning intentions in their post-lessons. Tasks in the post-lesson plans afforded more opportunities for students to develop statistical literacy, helped them engage in the statistical investigation using real data, and included multiple representations. Finally, the post-lesson plans tended to follow the constructivist teaching principles. Implications on ways to develop teachers' planning competence and suggestions for future studies are included.

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