PROFESSIONAL KNOWLEDGE EVIDENCED IN LESSON STUDIES FROM THE PERSPECTIVE OF PARTICIPATING TEACHERS

Detalhes bibliográficos
Autor(a) principal: RICHIT, ADRIANA
Data de Publicação: 2020
Outros Autores: DA PONTE, JOÃO PEDRO
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação em Revista
Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/37508
Resumo: The article aims to identify the professional knowledgeevidenced by basic public school teachers of Lisbon who participated inlesson studies. Underlying these lesson studies was an exploratory approachof mathematical topics. The research methodology is qualitative andinterpretive, with data collection by semi-structured interviews to seventeachers and a content analysis of their testimonials. The results showthat the lesson studies mobilized teachers’ mathematics and didactics ofmathematics knowledge. Regarding mathematics, the teachers highlightedthat the lesson studies favored the deepening of knowledge about topicscovered given the emphasis on the mathematical properties. In regarding todidactics of mathematics, the participants considered that the lesson studiesled them to value lesson planning, to develop the ability to analyze anddesign exploratory mathematical tasks and to promote the communicationof mathematical ideas in the classroom. They also felt that they developedtheir ability to identify students’ ways of thinking and reasoning processes,and to perceive their mathematical difficulties.
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spelling PROFESSIONAL KNOWLEDGE EVIDENCED IN LESSON STUDIES FROM THE PERSPECTIVE OF PARTICIPATING TEACHERSCONHECIMENTOS PROFISSIONAIS EVIDENCIADOS EM ESTUDOS DE AULA NA PERSPECTIVA DE PROFESSORES PARTICIPANTESConhecimento profissional docenteEstudos de aulaEnsino básicoDesenvolvimento profissional de professorDidática da MatemáticaTeachers’ professional knowledgeLesson StudyBasic schoolTeacher’s professional development. Didactics of mathematicsThe article aims to identify the professional knowledgeevidenced by basic public school teachers of Lisbon who participated inlesson studies. Underlying these lesson studies was an exploratory approachof mathematical topics. The research methodology is qualitative andinterpretive, with data collection by semi-structured interviews to seventeachers and a content analysis of their testimonials. The results showthat the lesson studies mobilized teachers’ mathematics and didactics ofmathematics knowledge. Regarding mathematics, the teachers highlightedthat the lesson studies favored the deepening of knowledge about topicscovered given the emphasis on the mathematical properties. In regarding todidactics of mathematics, the participants considered that the lesson studiesled them to value lesson planning, to develop the ability to analyze anddesign exploratory mathematical tasks and to promote the communicationof mathematical ideas in the classroom. They also felt that they developedtheir ability to identify students’ ways of thinking and reasoning processes,and to perceive their mathematical difficulties.O artigo identifica os conhecimentos profissionais evidenciadospor professores do ensino básico de escolas públicas de Lisboa participantesem estudos de aula. A investigação, qualitativa e interpretativa, baseou-se ementrevistas semiestruturadas a sete professores, sendo feita uma análise deconteúdo dos seus depoimentos. Os resultados evidenciam que os estudos deaula mobilizaram conhecimentos profissionais de matemática e de didáticada matemática. Relativamente à matemática, os professores destacaram queo estudo de aula favoreceu o aprofundamento dos conhecimentos sobre ostópicos abordados a partir da ênfase nas suas propriedades matemáticas.Acerca da didática da matemática, consideraram que os estudos de aulalevaram-nos a valorizar o planejamento da aula, a desenvolver a capacidadede analisar e elaborar tarefas matemáticas exploratórias e de promover acomunicação das ideias matemáticas na sala de aula. Consideraram, também,ter desenvolvido a capacidade de identificar os modos de pensar e processosde raciocínio dos alunos e perceber suas dificuldades matemáticas.Educação em Revista 2020-10-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresAvaliado por Parestextoapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/37508Educação em Revista ; v. 36 n. 1 (2020): v.36 (2020)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/edrevista/article/view/37508/29233https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRICHIT, ADRIANADA PONTE, JOÃO PEDRO 2021-12-15T19:36:25Zoai:periodicos.ufmg.br:article/37508Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2021-12-15T19:36:25Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv PROFESSIONAL KNOWLEDGE EVIDENCED IN LESSON STUDIES FROM THE PERSPECTIVE OF PARTICIPATING TEACHERS
CONHECIMENTOS PROFISSIONAIS EVIDENCIADOS EM ESTUDOS DE AULA NA PERSPECTIVA DE PROFESSORES PARTICIPANTES
title PROFESSIONAL KNOWLEDGE EVIDENCED IN LESSON STUDIES FROM THE PERSPECTIVE OF PARTICIPATING TEACHERS
spellingShingle PROFESSIONAL KNOWLEDGE EVIDENCED IN LESSON STUDIES FROM THE PERSPECTIVE OF PARTICIPATING TEACHERS
RICHIT, ADRIANA
Conhecimento profissional docente
Estudos de aula
Ensino básico
Desenvolvimento profissional de professor
Didática da Matemática
Teachers’ professional knowledge
Lesson Study
Basic school
Teacher’s professional development. Didactics of mathematics
title_short PROFESSIONAL KNOWLEDGE EVIDENCED IN LESSON STUDIES FROM THE PERSPECTIVE OF PARTICIPATING TEACHERS
title_full PROFESSIONAL KNOWLEDGE EVIDENCED IN LESSON STUDIES FROM THE PERSPECTIVE OF PARTICIPATING TEACHERS
title_fullStr PROFESSIONAL KNOWLEDGE EVIDENCED IN LESSON STUDIES FROM THE PERSPECTIVE OF PARTICIPATING TEACHERS
title_full_unstemmed PROFESSIONAL KNOWLEDGE EVIDENCED IN LESSON STUDIES FROM THE PERSPECTIVE OF PARTICIPATING TEACHERS
title_sort PROFESSIONAL KNOWLEDGE EVIDENCED IN LESSON STUDIES FROM THE PERSPECTIVE OF PARTICIPATING TEACHERS
author RICHIT, ADRIANA
author_facet RICHIT, ADRIANA
DA PONTE, JOÃO PEDRO
author_role author
author2 DA PONTE, JOÃO PEDRO
author2_role author
dc.contributor.author.fl_str_mv RICHIT, ADRIANA
DA PONTE, JOÃO PEDRO
dc.subject.por.fl_str_mv Conhecimento profissional docente
Estudos de aula
Ensino básico
Desenvolvimento profissional de professor
Didática da Matemática
Teachers’ professional knowledge
Lesson Study
Basic school
Teacher’s professional development. Didactics of mathematics
topic Conhecimento profissional docente
Estudos de aula
Ensino básico
Desenvolvimento profissional de professor
Didática da Matemática
Teachers’ professional knowledge
Lesson Study
Basic school
Teacher’s professional development. Didactics of mathematics
description The article aims to identify the professional knowledgeevidenced by basic public school teachers of Lisbon who participated inlesson studies. Underlying these lesson studies was an exploratory approachof mathematical topics. The research methodology is qualitative andinterpretive, with data collection by semi-structured interviews to seventeachers and a content analysis of their testimonials. The results showthat the lesson studies mobilized teachers’ mathematics and didactics ofmathematics knowledge. Regarding mathematics, the teachers highlightedthat the lesson studies favored the deepening of knowledge about topicscovered given the emphasis on the mathematical properties. In regarding todidactics of mathematics, the participants considered that the lesson studiesled them to value lesson planning, to develop the ability to analyze anddesign exploratory mathematical tasks and to promote the communicationof mathematical ideas in the classroom. They also felt that they developedtheir ability to identify students’ ways of thinking and reasoning processes,and to perceive their mathematical difficulties.
publishDate 2020
dc.date.none.fl_str_mv 2020-10-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer reviewed
Revisado por pares
Avaliado por Pares
texto
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/37508
url https://periodicos.ufmg.br/index.php/edrevista/article/view/37508
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/37508/29233
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Educação em Revista
publisher.none.fl_str_mv Educação em Revista
dc.source.none.fl_str_mv Educação em Revista ; v. 36 n. 1 (2020): v.36 (2020)
1982-6621
0102-4698
reponame:Educação em Revista
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Educação em Revista
collection Educação em Revista
repository.name.fl_str_mv Educação em Revista - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv ||sergiocirino99@yahoo.com|| revista@fae.ufmg.br
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