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...
| Authors: | , |
|---|---|
| Format: | article |
| Status: | Published version |
| Publication Date: | 2016 |
| Country: | Brasil |
| Institution: | Universidade Estadual de Campinas (UNICAMP) |
| Repository: | Zetetiké (Online) |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8646540 |
| Online Access: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646540 |
| Access Level: | Open access |
| Keyword: | Professional development Lesson study Communication Reasoning Desenvolvimento profissional Estudo de aula Comunicação Raciocínio |
| Summary: | 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. |
|---|