PROFESSIONAL KNOWLEDGE EVIDENCED IN LESSON STUDIES FROM THE PERSPECTIVE OF PARTICIPATING TEACHERS

Authors

  • ADRIANA RICHIT Universidade Federal da Fronteira Sul, Campus Erechim, Rio Grande do Sul, Brasil.
  • JOÃO PEDRO DA PONTE Universidade de Lisboa, Instituto de Educação, Lisboa, Portugal.

Keywords:

Teachers’ professional knowledge, Lesson Study, Basic school, Teacher’s professional development. Didactics of mathematics

Abstract

The article aims to identify the professional knowledge
evidenced by basic public school teachers of Lisbon who participated in
lesson studies. Underlying these lesson studies was an exploratory approach
of mathematical topics. The research methodology is qualitative and
interpretive, with data collection by semi-structured interviews to seven
teachers and a content analysis of their testimonials. The results show
that the lesson studies mobilized teachers’ mathematics and didactics of
mathematics knowledge. Regarding mathematics, the teachers highlighted
that the lesson studies favored the deepening of knowledge about topics
covered given the emphasis on the mathematical properties. In regarding to
didactics of mathematics, the participants considered that the lesson studies
led them to value lesson planning, to develop the ability to analyze and
design exploratory mathematical tasks and to promote the communication
of mathematical ideas in the classroom. They also felt that they developed
their ability to identify students’ ways of thinking and reasoning processes,
and to perceive their mathematical difficulties.

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Published

2020-10-30

How to Cite

RICHIT, A., & DA PONTE, J. P. . (2020). PROFESSIONAL KNOWLEDGE EVIDENCED IN LESSON STUDIES FROM THE PERSPECTIVE OF PARTICIPATING TEACHERS. Educação Em Revista, 36(1). Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/37508

Issue

Vol. 36 No. 1 (2020): v.36 (2020)

Section

Artigos

License

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