Meanings of mathematics teaching forged through reflection in a lesson study

Abstract

This article discusses the meanings of mathematics teaching forged in the reflections promoted in a lesson study. Guided by the question "What meanings of teaching in mathematics are constructed from reflections promoted in a lesson study?" and based on Isabel Alarcão's (2018) concept of teaching, we examined four editions of a lesson study, two with teachers of the early years of elementary school, one with mathematics teachers from the final years of elementary school, and one with high school mathematics teachers. Each lesson study cycle was organized in twelve two-hour meetings and involved an average of eight teachers per cycle. The participants are teachers from the state public education system in Rio Grande do Sul, Brazil. The empirical material consists of the researcher's field notes, the participants' logbooks, transcripts of the sessions, and interviews conducted at the end of the cycles. Qualitative and interpretative analysis showed that the reflections promoted in the lesson study revealed that mathematics teaching involves various meanings including educational action, social commitment, and pedagogical transformation.

Professional Collaboration among Elementary School Teachers in Lesson Study

“…Undertaking professional collaboration in this lesson study led the teachers to engage in an activity related to the daily life of the teaching profession (teaching), of common interest, and from which all participants benefited (Hord, 1997;Robuti et al 2016;Richit et al, 2024), because they were able to reflect on the teaching of mathematics in the classroom and to carry out professional planning in group (Burroughs & Luebeck 2010;Richit & Tomkelski, 2022), in a dialogued, negotiated and shared manner. And this joint work created the opportunity to all those involved for the mutual deepening of professional knowledge (Borko & Potari, 2020;Richit, 2023) and contributed for building professional relationships, promoting their professional development.…”

“…Lesson study was established in Japan in the transition from the nineteenth to the twentieth century as an approach to professional development within the process of implementing educational changes, expanding and involving the education system (Richit & Tomkelski, 2022). It usually develops based on four steps: identification of a learning problem, planning a lesson, conducting the research lesson and doing an after-lesson reflection.…”

“…In lesson study, teachers work collaboratively analyzing a learning difficulty of students and preparing a lesson to overcome this difficulty. Reflecting on the students' activity in the lesson, the teachers consider what was most appropriate to improve students' learning and what needs to be modified (Murata, 2011;Richit & Tomkelski, 2022). On the whole, this activity may be considered as a small research on teachers' own professional practice (Ponte et al, 2016).…”

Professional collaboration in a lesson study with university mathematics professors

“…Professional development is characterized by the systematic efforts made to promote changes in teachers' practices, attitudes, and beliefs, and in students' learning (Guskey, 1997). Among the approaches to professional development that have gained relevance in this context of change are lesson studies (da Ponte et al, 2016;Richit & Tomkelski, 2022).…”

Escolha do tópico e definição de objetivos:

“…Então, a partir disso nós vamos definir os objetivos para as aulas, nós vamos ter um objetivo, tudo isso é feito de forma intencional [...] Após o grupo definir o tópico curricular, o foco incidiu sobre os objetivos para a aula de investigação, os quais orientam a etapa do planejamento. Nesse processo, a equipe, por meio dos objetivos de ensino, estabelece e direciona o caminho do processo, define aonde pretende chegar e a intenção dos processos de ensino e aprendizagem, a partir do que elabora tarefas para alcançar os objetivos delineados (RIBEIRO, 1998;GASPAR;ROLDÃO, 2014;ZABALZA, 2017;TOMKELSKI, 2022). Nesse sentido, a análise apontou que no âmbito do estudo de aula analisado, os objetivos para a aula de investigação foram pensados e discutidos de acordo com o ano escolar e o currículo da escola, voltando-se a atenção para as dificuldades dos alunos com relação ao tópico escolhido (PONTE et al, 2016;PONTE, 2017;RICHIT, 2020).…”