Using lesson study in mathematics to develop primary school teachers' practices: a case study

Detalhes bibliográficos
Autor(a) principal: Batteau, Valérie
Data de Publicação: 2017
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.48489/quadrante.22954
Resumo: This paper presents a study of primary school teachers’ practices in mathematics in the context of a professional development training, lesson study (LS) in Lausanne (Switzerland). !e study deals with the following question: what practices will change and what resistance in practices will be observed when primary school teachers engage in LS as a form of professional development? !e practices are analyzed in a double didactical and ergonomical approach theoretical framework and the qualitative method used is a case study of one particular teacher. This study underlines the evolution of the teacher’s practices concerning the choice of mathematical activities and the interactions between the teacher and the students. !e study highlights some limits linked to the difficulty to reinvest and to transfer professional acts, didactical and mathematical knowledge worked during the lesson study process.
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spelling Using lesson study in mathematics to develop primary school teachers' practices: a case studyUtilizando o estudo de aula em matemática para desenvolver as práticas dos professores do 1.º ciclo: um estudo de casoArtigosThis paper presents a study of primary school teachers’ practices in mathematics in the context of a professional development training, lesson study (LS) in Lausanne (Switzerland). !e study deals with the following question: what practices will change and what resistance in practices will be observed when primary school teachers engage in LS as a form of professional development? !e practices are analyzed in a double didactical and ergonomical approach theoretical framework and the qualitative method used is a case study of one particular teacher. This study underlines the evolution of the teacher’s practices concerning the choice of mathematical activities and the interactions between the teacher and the students. !e study highlights some limits linked to the difficulty to reinvest and to transfer professional acts, didactical and mathematical knowledge worked during the lesson study process.Este trabalho apresenta um estudo das práticas do professor da escola primária em Matemática no contexto de uma atividade de desenvolvimento profissional, o estudo de aula, em Lausanne (Suíça). O estudo aborda a seguinte questão: que práticas vão mudar e que resistência nas práticas será observada quando professores primários se envolvem em estudos de aula como uma forma de desenvolvimento profissional? As práticas são analisadas a partir de um quadro teórico com uma dupla abordagem didática e ergonómica e o método qualitativo utilizado é um estudo de caso de uma professora particular. Este estudo destaca a evolução das práticas da professora sobre a escolha de atividades matemáticas e as interações entre a professora e os alunos. O estudo destaca alguns limites ligados à dificuldade para reinvestir e transferir ações profissionais e conhecimento didático e matemático trabalhado durante o processo de estudo de aula.APM - Associação de Professores de Matemática2017-12-30T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.48489/quadrante.22954eng2183-28380872-3915Batteau, Valérieinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-22T17:07:02Zoai:ojs.revistas.rcaap.pt:article/22954Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:01:29.652200Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Using lesson study in mathematics to develop primary school teachers' practices: a case study
Utilizando o estudo de aula em matemática para desenvolver as práticas dos professores do 1.º ciclo: um estudo de caso
title Using lesson study in mathematics to develop primary school teachers' practices: a case study
spellingShingle Using lesson study in mathematics to develop primary school teachers' practices: a case study
Batteau, Valérie
Artigos
title_short Using lesson study in mathematics to develop primary school teachers' practices: a case study
title_full Using lesson study in mathematics to develop primary school teachers' practices: a case study
title_fullStr Using lesson study in mathematics to develop primary school teachers' practices: a case study
title_full_unstemmed Using lesson study in mathematics to develop primary school teachers' practices: a case study
title_sort Using lesson study in mathematics to develop primary school teachers' practices: a case study
author Batteau, Valérie
author_facet Batteau, Valérie
author_role author
dc.contributor.author.fl_str_mv Batteau, Valérie
dc.subject.por.fl_str_mv Artigos
topic Artigos
description This paper presents a study of primary school teachers’ practices in mathematics in the context of a professional development training, lesson study (LS) in Lausanne (Switzerland). !e study deals with the following question: what practices will change and what resistance in practices will be observed when primary school teachers engage in LS as a form of professional development? !e practices are analyzed in a double didactical and ergonomical approach theoretical framework and the qualitative method used is a case study of one particular teacher. This study underlines the evolution of the teacher’s practices concerning the choice of mathematical activities and the interactions between the teacher and the students. !e study highlights some limits linked to the difficulty to reinvest and to transfer professional acts, didactical and mathematical knowledge worked during the lesson study process.
publishDate 2017
dc.date.none.fl_str_mv 2017-12-30T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.48489/quadrante.22954
url https://doi.org/10.48489/quadrante.22954
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 2183-2838
0872-3915
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv APM - Associação de Professores de Matemática
publisher.none.fl_str_mv APM - Associação de Professores de Matemática
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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