A Lesson Study with Mathematics Teachers: Learning About Communication in the Classroom

Resumo

Background : Orchestrating classroom communication is one of the challenges for teachers in exploratory lessons. Objectives : We aim to understand how the participation of secondary school teachers in a lesson study based on an exploratory approach promotes the development of their knowledge about classroom communication. Design : The research is qualitative and interpretative. Setting and Participants : The participants are three secondary school teachers who were willing to participate. Data collection and analysis : Data were collected through participant observation (with research journal and audio/video recording), document collection, and a focus group interview. Results : During the students’ autonomous work, although with different actions, closed progress details and open progress initiatives , the teachers listened to small-group discussions and used them as a starting point to support the students, asking them to explain their answers without pointing out the strategy to follow, according to what they discussed in the planning sessions. During the whole-class discussion, the teachers promoted the comparison of different representations and invited the students to explain and justify their answers, as they had planned, but also considered answers that they did not anticipate. After observing the research lesson, the teachers reflected about the students’ explanations, valuing their clarity, and referring to them as an opportunity for the teacher to understand how the students were thinking. Conclusions : The results suggest that lesson study is a professional development process in which secondary school teachers have the opportunity to deepen their knowledge about classroom communication.

Dados da obra

Tipo

Artigo

Periódico

Acta Scientiae, v. 23, n. 5, p. 126-152

Ano

2021 (2021-11-04)

Idioma

en

Palavras-chave

lesson study; classroom communication; mathematics teachers; teacher professional development; whole-class discussion; small group discussion; student explanations; teacher knowledge; high school mathematics; teacher reflection

Temas

Formação de Professores de Matemática

DOI

10.17648/acta.scientiae.6666

ISSN

1517-4492, 2178-7727

Licença

cc-by

Acesso

Download disponível

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026