Abstract

RICHIT, ADRIANA  and  PONTE, JOÃO PEDRO DA. PROFESSIONAL KNOWLEDGE EVIDENCED IN LESSON STUDIES FROM THE PERSPECTIVE OF PARTICIPATING TEACHERS. Educ. rev. [online]. 2020, vol.36, e190996.  Epub Feb 26, 2020. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698190699.

The article aims to identify the professional knowledge evidenced by basic public school teachers of Lisbon who participated in lesson studies. Underlying these lesson studies was an exploratory approach of mathematical topics. The research methodology is qualitative and interpretive, with data collection by semi-structured interviews to seven teachers and a content analysis of their testimonials. The results show that the lesson studies mobilized teachers’ mathematics and didactics of mathematics knowledge. Regarding mathematics, the teachers highlighted that the lesson studies favored the deepening of knowledge about topics covered given the emphasis on the mathematical properties. In regarding to didactics of mathematics, the participants considered that the lesson studies led them to value lesson planning, to develop the ability to analyze and design exploratory mathematical tasks and to promote the communication of mathematical ideas in the classroom. They also felt that they developed their ability to identify students’ ways of thinking and reasoning processes, and to perceive their mathematical difficulties.

Keywords : Teachers’ professional knowledge; Lesson Study; Basic school; Teacher’s professional development; Didactics of mathematics.

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