Os Desafios da Abordagem Exploratória no Ensino da Matemática: aprendizagens de duas futuras professoras através do estudo de aula

Martins, Micaela; Mata-Pereira, Joana; Ponte, João Pedro da

doi:10.1590/1980-4415v35n69a16

Cited by 8 publications

(3 citation statements)

References 12 publications

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“…Leading a whole-class discussion based on students' work "can be particularly daunting for teachers who are new to discussion-based pedagogy" (Stein et al, 2008, p. 320). Since prospective teachers' knowledge is developing, and the degree of control of what can happen in the lesson is limited, they often do not know how to act regarding students' responses (Martins et al, 2021;Ni Shuilleabhain & Bjuland, 2019).…”

Section: Development Of Prospective Teachers' Knowledgementioning

confidence: 99%

Preparing, leading, and reflecting on whole-class discussions: How prospective mathematics teachers develop their knowledge during lesson study

Martins

Ponte²,

Mata-Pereira³

2023

EUR J SCI MATH ED

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This research aims to understand how prospective teachers develop their knowledge about whole-class discussions during a lesson study. Following a qualitative approach, we focus on the work of three prospective mathematics teachers preparing, leading, and reflecting on wholeclass discussions. Data was collected through participant observation with field notes, audio recordings, and document collection. The results show that a detailed analysis of a lesson plan, previously prepared autonomously by a prospective teacher based on a guide, promotes a focused discussion and a collaborative environment. Additionally, being involved in each other's formative process, through lesson study micro-cycles, created opportunities for prospective teachers to analyze and discuss different classroom situations, which promoted the development of their knowledge. Finally, classroom experiences seemed to be fundamental for the development of prospective teachers' knowledge. They were able to put into practice the work carried out during the lesson study, which allowed them to link theory and practice, and reflect on their own practice. This research also underlines the importance of the teacher educator's role in creating fruitful opportunities for the development of prospective teachers' knowledge.

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Section: Development Of Prospective Teachers' Knowledgementioning

confidence: 99%

Preparing, leading, and reflecting on whole-class discussions: How prospective mathematics teachers develop their knowledge during lesson study

Martins

Ponte²,

Mata-Pereira³

2023

EUR J SCI MATH ED

Self Cite

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“…However, the development of prospective teachers' knowledge during initial teacher education is a challenge in terms of selecting and adapting tasks, planning lessons and anticipating students' work, and also teaching lessons and managing students' work (Martins et al, 2021;Mendes et al, 2022;Stylianides et al, 2013). In other words, integrating what they learn in theory throughout the course into teaching practice is a great challenge for prospective teachers.…”

Section: Developing Knowledge In Initial Teacher Educationmentioning

confidence: 99%

Learning to promote students’ mathematical reasoning: Lesson study contributions in initial teacher education

Martins

Ponte

Mata-Pereira

2023

EURASIA J Math Sci Tech Ed

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The aim of this study is to understand how prospective teachers can develop their knowledge about how to promote students’ mathematical reasoning in a set of sequential lesson studies. The research follows a qualitative approach and addresses the case of a prospective teacher without teaching experience. Data was analyzed according to a set of principles regarding the characteristics of tasks and the teacher’s actions that promote students’ mathematical reasoning. Reflecting on the students’ work in the lessons that the prospective teacher taught led her to understand the influence of the proposed tasks and her actions in promoting students’ reasoning, thus developing her knowledge. Furthermore, the sequential structure of the lesson studies allowed her to prepare the following lessons based on the in-depth analysis of the previous lessons and to put into practice what she planned, leading her to rethink her teaching strategies and improve her practice.

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“…Prospective teachers have trouble planning lessons to align their decisions with the students' learning dispositions (König et al, 2020), tending to use a poorly adaptive teaching style, programmed step by step, as if it were a recipe (Chizhik & Chizhik, 2018). Even when they value exploratory teaching in their discourse, referring to interactions between students and discussion as crucial moments in a math class, they tend to develop teacher-centred plans, which do not include space for these moments (Martins et al, 2021).…”

Section: Challenges In Class Preparation and Planningmentioning

confidence: 99%

Challenges faced by Preservice Teachers in Planning and Exploring Tasks that Promote Mathematical Reasoning

2022

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Background: Mathematical reasoning is fundamental for mathematics learning from the first years of schooling. It is a challenge for students and teachers, so it is relevant to deepen ways to develop this ability with the prospective teachers. Objectives: Identify the challenges in supervised practice with a view to developing students’ mathematical reasoning, seeking to answer the following question: What challenges do prospective teachers face in planning and exploring tasks that promote mathematical reasoning? Design: It is based on a formative experiment and follows an interpretive methodology. Setting and participants: This experiment was conducted during 13 sessions of the curricular unit (CU) Didactics of Mathematics of the 2nd year of the master’s course in Pre-School Education and Teaching of the 1st Cycle of Basic Education, in a class of 25 students. The participants were four students - two pairs in teaching practice- whose selection followed the following criteria: not having any of the researchers as teaching practice supervisors and regularly intervening in class. Data collection and analysis: the data were collected through participant observation of the CU classes, interviews, and document collection. Results: Students face more challenges associated with mathematical reasoning during monitoring phases of the exploration of the tasks and their final discussion. Conclusions: These results point to the need for initial training programs to prioritise activities that support prospective teachers in the understanding of mathematical reasoning processes and that involve them in the planning of tasks and analysing practical exploration that will enhance their development.

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Os Desafios da Abordagem Exploratória no Ensino da Matemática: aprendizagens de duas futuras professoras através do estudo de aula

Cited by 8 publications

References 12 publications

Preparing, leading, and reflecting on whole-class discussions: How prospective mathematics teachers develop their knowledge during lesson study

Preparing, leading, and reflecting on whole-class discussions: How prospective mathematics teachers develop their knowledge during lesson study

Learning to promote students’ mathematical reasoning: Lesson study contributions in initial teacher education

Challenges faced by Preservice Teachers in Planning and Exploring Tasks that Promote Mathematical Reasoning

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