Using lesson study in mathematics to develop primary school teachers' practices: a case study
Autor(a) principal: | |
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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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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 |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799130480432381952 |