Aprendizagens profissionais de professores que ensinam Matemática do 5º ao 9º ano em estudo de aula

Abstract

Lesson study is a process of teachers professional development that has been spreading in Brazil due to its potential to promote students learning as well as to foster teachers professional learning. In the light of Christopher Day theory, this study aims to discuss and analyze the professional learning of teachers who teach mathematics through their participation in lesson study. The guiding question was: What kinds of professional learning are produced by teachers who teach Mathematics in a lesson study? To this end, an investigation was carried out with a group of three teachers who teach mathematics in elementary school, who participated in a lesson study from june to august 2024, together with two researchers, two undergraduate research fellows, and a master student in mathematics education. it should be highlighted that the research follows a qualitative approach, in which data collection was conducted through the researcher field notes, transcripts of the audio recordings of the lesson study sessions, video recordings of the research lesson, and the teachers written final reflection. Data were analyzed through Bardin content analysis, which revealed three categories of professional learning: a) knowledge of students difficulties, which allowed teachers, upon identifying them, to plan more targeted pedagogical actions towards students learning and to design tasks that met the needs of the class; b) choice of topic and mathematical knowledge, which enabled teachers to deepen and reframe their mathematical knowledge; c) task planning and teaching strategies, which allowed teachers to understand the potential of planning contextualized tasks and anticipating teaching strategies. It is concluded that lesson study enables participating teachers to achieve professional learning about the teaching of mathematics, insofar as it provides opportunities for producing learning that articulates content knowledge, didactics, and understanding of students difficulties, strengthening an investigative and collaborative stance, and contributing to changes in teaching practice and professional development.