Lesson Study Methodology in the Training of Future Mathematics Teachers

Abstract

This article deals with a pedagogical practice carried out in the Exploratory Teaching in Mathematics Classes discipline of the undergraduate Mathematics course at a Brazilian university. The Lesson Study methodology is part of the course plan for this discipline. Based on our theoretical studies about this methodology, we decided to try it out in practice. To this end, using a schedule of activities that included the phases of the aforementioned methodology, we developed a lesson plan on fractions for 6th grade students in elementary school II, which was taught by one of the undergraduate students, who was a teacher at a private school. The lesson plan was designed by the undergraduate students collaboratively and based on activities aimed at meeting the students' learning needs, according to the guidelines of the classroom teacher, in this case, the undergraduate student in Mathematics. With the consent of the school principal, on the scheduled day we observed and made notes about the class, which supported our discussions in the class following this experience. It was then possible to notice the closeness between classmates, providing very interesting conversations about the concept of fractions, mathematics teaching methods and the importance of developing a good lesson plan. This teaching practice allowed future mathematics teachers to understand that a collaborative school environment and developing a good lesson plan together with their peers can lead to a favorable environment for everyone because everyone will benefit from good pedagogical and educational results.