Dinâmicas de Reflexão e Colaboração entre Professores do 1.° Ciclo num Estudo de Aula em Matemática

Abstract

Resumo Com este artigo, pretendemos mostrar como é que professoras do 1.° ciclo que ensinam Matemática e que participam num estudo de aula desenvolvem os seus modos de reflexão e colaboração. A investigação é de natureza qualitativa e interpretativa com design de estudo de caso. Os resultados mostram que o envolvimento em momentos de planejamento de tarefas e de análise do trabalho dos alunos, quando as professoras refletem sobre a prática e para a prática, as ajuda a desenvolverem relações de colaboração, passando de narrar e procurar ideias a trabalho em copropriedade. O envolvimento crescente do grupo com o propósito de atingirem objetivos comuns favoreceu também o desenvolvimento dos níveis de reflexão das professoras. Inicialmente, as professoras tendiam a atribuir as dificuldades dos alunos à natureza da Matemática ou à imaturidade dos alunos. No final, identificavam os problemas de aprendizagem dos seus alunos, sugeriam e fundamentavam modos de ajuda-los a ultrapassar essas dificuldades e transpunham essas sugestões para mudanças a serem feitas na sua própria prática.

Meanings of mathematics teaching forged through reflection in a lesson study

“…Examining the dynamics of collaboration and reflection in lesson study, Quaresma and Ponte (2019) emphasize that the involvement of participants in a process in which they shared goals, facilitated the development of three levels of reflection. The first involves a shallow reflection, based on a description of events, in which teachers tend to associate students' difficulties with external factors.…”

“…Thus, the study showed that at the beginning of the process teachers tended to attribute the students' difficulties to their immaturity or to nature of the math itself. At the end, they began to identify the students' learning problems, and to suggest and establish ways to help them overcome difficulties, transposing the suggestions presented to the group into changes to be carried out in their practice (Quaresma & Ponte, 2019). Rincón and Fiorentini (2017) conducted an investigation into the educational process and learning by future educators in a Pedagogical Practices in Mathematics course.…”

“…In addition, through collective reflection (Alarcão, 2018;Quaresma & Ponte, 2019;Richit et al, 2021b), the participants in lesson study revealed attributes of mathematics teaching such as the nature of the approach, the role of error, the importance of considering the context and experiences of students, as well as the complementarity of these aspects and the goals of teaching.…”

“…Based upon the planning and execution of the research lesson, the participating teachers examined the students' learning difficulties, and suggested and established ways to help the students overcome these difficulties and put them into practice (Quaresma & Ponte, 2019), leading to a transformation focused on a practice to be executed, and that is committed to the development of students.…”

Reflection on teaching in mathematics mobilized in lesson study

“…Although vast around the world, the literature on lesson studies presents few works that deal with reflection as an object of study. Still, the works by Lee (2008), Gutierrez (2015), Suh and Seshaiyer (2015), Pang and Marton (2017), Quaresma and Ponte (2019), Richit, Ponte, and Tomasi (2021), and Vieira (2021) seek to think, each one under a specific approach, the reflection engendered in lesson study.…”