Lesson study in the continuous education of teachers who teach mathematics: a context view of national scenario

Detalhes bibliográficos
Autor(a) principal: Scheller, Morgana
Data de Publicação: 2022
Outros Autores: Zimdars, Eduardo Rafael
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3359
Resumo: This article presents an overview of Lesson Study (LS) productions in the continuing education of teachers who teach mathematics, to identify and understand what is being developed and researched in Brazilian context. Eleven articles that compose the corpus of analysis indicate that LS is conceived, mainly, as a methodology in the context of courses with teachers from the early years, focusing on learning problems related to Number. They investigate aspects related to the contributions or limitations of the LS and analyze the professional development of the participating teachers, with a tendency to report experiences to suggest studies on the national scene. The results reaffirm and expand previous studies. We conclude that the LS in continuing education is recent and quite punctual in Brazil, but it consents education from the perspective of professional development, in which collaboration between participants is highlighted, thus breaking with models that are still in force.
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spelling Lesson study in the continuous education of teachers who teach mathematics: a context view of national scenarioEstudio de clases en la formación continua de profesores que enseñan matemáticas: una visión contextual del escenario nacionalLesson StudyTeaching of MathematicsTeacher TrainingMappingEstudio de ClasesEnseñanza de las MatemáticasFormación de ProfesoresCartografíaThis article presents an overview of Lesson Study (LS) productions in the continuing education of teachers who teach mathematics, to identify and understand what is being developed and researched in Brazilian context. Eleven articles that compose the corpus of analysis indicate that LS is conceived, mainly, as a methodology in the context of courses with teachers from the early years, focusing on learning problems related to Number. They investigate aspects related to the contributions or limitations of the LS and analyze the professional development of the participating teachers, with a tendency to report experiences to suggest studies on the national scene. The results reaffirm and expand previous studies. We conclude that the LS in continuing education is recent and quite punctual in Brazil, but it consents education from the perspective of professional development, in which collaboration between participants is highlighted, thus breaking with models that are still in force.Este artículo presenta una visión general de las producciones del Estudio de Clases (EC) en la formación continua de los profesores que enseñan matemáticas, para identificar y comprender lo que se está desarrollando e investigando en un contexto brasileño. Once artículos que componen el corpus de análisis señalan un panorama inicial de que el EC se concibe, en la mayoría de los estudios, como una metodología en el contexto de los cursos de educación continua. Existe una tendencia a desarrollarse con los profesores de los niños, centrándose en los problemas de aprendizaje relacionados con el Número. No está completamente desarrollado en las escuelas y la enseñanza compartida en la clase de investigación es una adaptación brasileña. En general, investigan aspectos relacionados con los aportes o limitaciones de el EC y analizan el desarrollo profesional de los docentes participantes, con tendencia a relatar experiencias para sugerir estudios en el escenario nacional, pero pocas veces señalan perspectivas de continuidad. Los resultados reafirman y amplían estudios previos. Concluimos que el EC en educación continua es reciente y bastante puntual en Brasil, pero posibilita la formación desde la perspectiva del desarrollo profesional, en la que se destaca la colaboración entre los participantes, rompiendo así con modelos que aún están vigentes. Además, indican su relevancia como política de educación pública.Editora Cruzeiro do Sul2022-03-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/335910.26843/rencima.v13n1a07Revista de Ensino de Ciências e Matemática; v. 13 n. 1 (2022): jan./mar.; 1-222179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSengporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3359/1733https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3359/1734https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessScheller, MorganaZimdars, Eduardo Rafael2023-04-22T00:52:13Zoai:ojs.pkp.sfu.ca:article/3359Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-22T00:52:13Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Lesson study in the continuous education of teachers who teach mathematics: a context view of national scenario
Estudio de clases en la formación continua de profesores que enseñan matemáticas: una visión contextual del escenario nacional
title Lesson study in the continuous education of teachers who teach mathematics: a context view of national scenario
spellingShingle Lesson study in the continuous education of teachers who teach mathematics: a context view of national scenario
Scheller, Morgana
Lesson Study
Teaching of Mathematics
Teacher Training
Mapping
Estudio de Clases
Enseñanza de las Matemáticas
Formación de Profesores
Cartografía
title_short Lesson study in the continuous education of teachers who teach mathematics: a context view of national scenario
title_full Lesson study in the continuous education of teachers who teach mathematics: a context view of national scenario
title_fullStr Lesson study in the continuous education of teachers who teach mathematics: a context view of national scenario
title_full_unstemmed Lesson study in the continuous education of teachers who teach mathematics: a context view of national scenario
title_sort Lesson study in the continuous education of teachers who teach mathematics: a context view of national scenario
author Scheller, Morgana
author_facet Scheller, Morgana
Zimdars, Eduardo Rafael
author_role author
author2 Zimdars, Eduardo Rafael
author2_role author
dc.contributor.author.fl_str_mv Scheller, Morgana
Zimdars, Eduardo Rafael
dc.subject.por.fl_str_mv Lesson Study
Teaching of Mathematics
Teacher Training
Mapping
Estudio de Clases
Enseñanza de las Matemáticas
Formación de Profesores
Cartografía
topic Lesson Study
Teaching of Mathematics
Teacher Training
Mapping
Estudio de Clases
Enseñanza de las Matemáticas
Formación de Profesores
Cartografía
description This article presents an overview of Lesson Study (LS) productions in the continuing education of teachers who teach mathematics, to identify and understand what is being developed and researched in Brazilian context. Eleven articles that compose the corpus of analysis indicate that LS is conceived, mainly, as a methodology in the context of courses with teachers from the early years, focusing on learning problems related to Number. They investigate aspects related to the contributions or limitations of the LS and analyze the professional development of the participating teachers, with a tendency to report experiences to suggest studies on the national scene. The results reaffirm and expand previous studies. We conclude that the LS in continuing education is recent and quite punctual in Brazil, but it consents education from the perspective of professional development, in which collaboration between participants is highlighted, thus breaking with models that are still in force.
publishDate 2022
dc.date.none.fl_str_mv 2022-03-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3359
10.26843/rencima.v13n1a07
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3359
identifier_str_mv 10.26843/rencima.v13n1a07
dc.language.iso.fl_str_mv eng
por
language eng
por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3359/1733
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3359/1734
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 13 n. 1 (2022): jan./mar.; 1-22
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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