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Meanings of Mathematics Teaching Forged through Reflection in a Lesson Study

Artigo2022

Adriana Richit ORCID; Mauri Luís Tomkelski ORCID

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Resumo

This article discusses the meanings of mathematics teaching forged in the reflections promoted in a lesson study. Guided by the question "What meanings of teaching in mathematics are constructed from reflections promoted in a lesson study?" and based on Isabel Alarcão's (2018) concept of teaching, we examined four editions of a lesson study, two with teachers of the early years of elementary school, one with mathematics teachers from the final years of elementary school, and one with high school mathematics teachers. Each lesson study cycle was organized in twelve two-hour meetings and involved an average of eight teachers per cycle. The participants are teachers from the state public education system in Rio Grande do Sul, Brazil. The empirical material consists of the researcher's field notes, the participants' logbooks, transcripts of the sessions, and interviews conducted at the end of the cycles. Qualitative and interpretative analysis showed that the reflections promoted in the lesson study revealed that mathematics teaching involves various meanings including educational action, social commitment, and pedagogical transformation.

Dados da obra

Tipo
Artigo
Periódico
EURASIA Journal of Mathematics, v. 18, n. 9, p. em2151
Editora
Modestum Limited
Ano
2022 (2022-08-10)
Idioma
en
Palavras-chave
Mathematics Instruction; Reflective Teaching; Faculty Development; Mathematics Teachers; Elementary School Teachers; High School Teachers; Foreign Countries; Communities of Practice; mathematics education; lesson study; teacher reflection; meaning of teaching; pedagogical transformation; social commitment; educational action; primary school mathematics; high school mathematics; teacher professional development
Temas
Formação de Professores de Matemática
DOI
10.29333/ejmste/12325
ISSN
1305-8215, 1305-8223
Licença
cc-by
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
RICHIT, Adriana; TOMKELSKI, Mauri Luís. Meanings of Mathematics Teaching Forged through Reflection in a Lesson Study. EURASIA Journal of Mathematics, v. 18, n. 9, p. em2151, 2022. DOI: https://doi.org/10.29333/ejmste/12325.

APA

Richit, A., & Tomkelski, M. L. (2022). Meanings of Mathematics Teaching Forged through Reflection in a Lesson Study. EURASIA Journal of Mathematics, 18(9), em2151. https://doi.org/10.29333/ejmste/12325

BibTeX
@article{richit2022,
  author = {Richit, Adriana and Tomkelski, Mauri Luís},
  title = {Meanings of Mathematics Teaching Forged through Reflection in a Lesson Study},
  year = {2022},
  journal = {EURASIA Journal of Mathematics},
  volume = {18},
  number = {9},
  pages = {em2151},
  publisher = {Modestum Limited},
  doi = {10.29333/ejmste/12325},
  language = {en}
}
RIS
TY  - JOUR
AU  - Richit, Adriana
AU  - Tomkelski, Mauri Luís
TI  - Meanings of Mathematics Teaching Forged through Reflection in a Lesson Study
PY  - 2022
JO  - EURASIA Journal of Mathematics
VL  - 18
IS  - 9
SP  - em2151
DO  - 10.29333/ejmste/12325
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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