PROFESSIONAL KNOWLEDGE EVIDENCED IN LESSON STUDIES FROM THE PERSPECTIVE OF PARTICIPATING TEACHERS
The article aims to identify the professional knowledgeevidenced by basic public school teachers of Lisbon who participated inlesson studies. Underlying these lesson studies was an exploratory approachof mathematical topics. The research methodology is qualitative andinterpretive, with data collecti...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Federal de Minas Gerais (UFMG) |
| Repositorio: | Educação em Revista |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufmg.br:article/37508 |
| Acceso en línea: | https://periodicos.ufmg.br/index.php/edrevista/article/view/37508 |
| Access Level: | acceso abierto |
| Palabra clave: | Conhecimento profissional docente Estudos de aula Ensino básico Desenvolvimento profissional de professor Didática da Matemática Teachers’ professional knowledge Lesson Study Basic school Teacher’s professional development. Didactics of mathematics |
| Sumario: | The article aims to identify the professional knowledgeevidenced by basic public school teachers of Lisbon who participated inlesson studies. Underlying these lesson studies was an exploratory approachof mathematical topics. The research methodology is qualitative andinterpretive, with data collection by semi-structured interviews to seventeachers and a content analysis of their testimonials. The results showthat the lesson studies mobilized teachers’ mathematics and didactics ofmathematics knowledge. Regarding mathematics, the teachers highlightedthat the lesson studies favored the deepening of knowledge about topicscovered given the emphasis on the mathematical properties. In regarding todidactics of mathematics, the participants considered that the lesson studiesled them to value lesson planning, to develop the ability to analyze anddesign exploratory mathematical tasks and to promote the communicationof mathematical ideas in the classroom. They also felt that they developedtheir ability to identify students’ ways of thinking and reasoning processes,and to perceive their mathematical difficulties. |
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