Tasks, communication and mathematical reasoning: teachers’ professional learning in lesson studies
We analyze the learning about, tasks, communication and ways to promote students’ mathematical reasoning processes made by a grade 5 teacher in a lesson study. Data were collected through an individual and a focus group interview as well as the teacher’s final reflection. The lesson study, combining...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Zetetiké (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8646540 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646540 |
| Access Level: | acceso abierto |
| Palabra clave: | Professional development Lesson study Communication Reasoning Desenvolvimento profissional Estudo de aula Comunicação Raciocínio |
| Sumario: | We analyze the learning about, tasks, communication and ways to promote students’ mathematical reasoning processes made by a grade 5 teacher in a lesson study. Data were collected through an individual and a focus group interview as well as the teacher’s final reflection. The lesson study, combining knowledge from research with teachers’ experiential knowledge, carried out in a collaborative context and exploiting situations of reflection on practice regarding students’ communication and reasoning (sometimes unexpected), represented a favorable context for this teacher professional development, notably on issues relating to communication, tasks and reasoning processes in the teaching and learning of mathematics. |
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