Preparing, leading, and reflecting on whole-class discussions: How prospective mathematics teachers develop their knowledge during lesson study

Artigo2022

Micaela Martins ORCID; João Pedro da Ponte ORCID; Joana Mata-Pereira ORCID

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Resumo

This research aims to understand how prospective teachers develop their knowledge about whole-class discussions during a lesson study. Following a qualitative approach, we focus on the work of three prospective mathematics teachers preparing, leading, and reflecting on whole-class discussions. Data was collected through participant observation with field notes, audio recordings, and document collection. The results show that a detailed analysis of a lesson plan, previously prepared autonomously by a prospective teacher based on a guide, promotes a focused discussion and a collaborative environment. Additionally, being involved in each other’s formative process, through lesson study micro-cycles, created opportunities for prospective teachers to analyze and discuss different classroom situations, which promoted the development of their knowledge. Finally, classroom experiences seemed to be fundamental for the development of prospective teachers’ knowledge. They were able to put into practice the work carried out during the lesson study, which allowed them to link theory and practice, and reflect on their own practice. This research also underlines the importance of the teacher educator’s role in creating fruitful opportunities for the development of prospective teachers’ knowledge.

Dados da obra

Tipo: Artigo
Periódico: European Journal of Science and Mathematics Education, v. 11, n. 1, p. 33-48
Ano: 2022 (2022-09-08)
Idioma: en
Palavras-chave: whole-class discussion; lesson study; pre-service mathematics teachers; teacher knowledge development; lesson planning; collaborative teacher learning; reflective practice; teacher educator role; theory-practice link
DOI: 10.30935/scimath/12432
ISSN: 2301-251X
Licença: cc-by
Acesso: Download disponível
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MARTINS, Micaela; PONTE, João Pedro da; MATA-PEREIRA, Joana. Preparing, leading, and reflecting on whole-class discussions: How prospective mathematics teachers develop their knowledge during lesson study. European Journal of Science and Mathematics Education, v. 11, n. 1, p. 33-48, 2022. DOI: https://doi.org/10.30935/scimath/12432.

APA

Martins, M., Ponte, J. P. d., & Mata-Pereira, J. (2022). Preparing, leading, and reflecting on whole-class discussions: How prospective mathematics teachers develop their knowledge during lesson study. European Journal of Science and Mathematics Education, 11(1), 33-48. https://doi.org/10.30935/scimath/12432

BibTeX

@article{martins2022,
  author = {Martins, Micaela and Ponte, João Pedro da and Mata-Pereira, Joana},
  title = {Preparing, leading, and reflecting on whole-class discussions: How prospective mathematics teachers develop their knowledge during lesson study},
  year = {2022},
  journal = {European Journal of Science and Mathematics Education},
  volume = {11},
  number = {1},
  pages = {33-48},
  doi = {10.30935/scimath/12432},
  language = {en}
}

RIS

TY  - JOUR
AU  - Martins, Micaela
AU  - Ponte, João Pedro da
AU  - Mata-Pereira, Joana
TI  - Preparing, leading, and reflecting on whole-class discussions: How prospective mathematics teachers develop their knowledge during lesson study
PY  - 2022
JO  - European Journal of Science and Mathematics Education
VL  - 11
IS  - 1
SP  - 33
EP  - 48
DO  - 10.30935/scimath/12432
LA  - en
ER  -

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