Proceedings of the 8th International Academic Conference on Teaching, Learning and Education
Year: 2024
DOI:
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Lesson Study Methodology In The Training Of Future Mathematics Teachers
Mercedes Carvalho
ABSTRACT:
This article discusses the pedagogical practice carried out in an Exploratory Teaching in Mathematics Classes course within a Mathematics teaching degree program at a Brazilian university. The Lesson Study methodology guides the teaching plan for this course. Based on our theoretical studies on this methodology, we decided to experience it in practice. To do so, through an activity schedule encompassing the stages of the aforementioned methodology, we devised a lesson plan on fractions for a sixth-year middle-school class, which was taught by one of the degree program students, who was a teacher at a private school. The lesson plan was collaboratively prepared by the students and encompassed activities aimed at fulfilling students’ learning needs according to the guidance provided by the class teacher, who was the professor in the Mathematics teaching degree program course. Having been authorized by the school principal, we observed the class and took notes, which were used to support our discussion in the class following this experience. It was then noticed that the classmates became closer, which fostered very interesting conversations about the concept of fractions, the didactics of mathematics and the importance of devising a good lesson plan. This didactic practice enabled future mathematics teachers to understand that a collaborative school environment and crafting a good lesson plan with their peers may foster an environment conducive to everyone because all stakeholders will enjoy good educational and pedagogical results.
keywords: methodology; Lesson Study; mathematics teaching; collaborative school; Mathematics Class