Prospective mathematics teachers’ views of their learning in a lesson study

• Mendes da Ponte, João Pedro ^[1]
  1. [1] Universidade de Lisboa

     Universidade de Lisboa

     Socorro, Portugal

     
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 17, Nº. 2, 2023, págs. 117-136
• Idioma: inglés
• DOI: 10.30827/pna.v17i2.23896
• Títulos paralelos:
  • Perspectivas de futuros professores de matemática sobre as suas aprendizagens num estudo de aula
  • Perspectivas de futuros profesores de matemáticas sobre su aprendizaje en un estudio de clases
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Nuestro objetivo es identificar lo que los futuros profesores de matemáticas indicaron que aprendieron con respecto a las matemáticas y la enseñanza de las matemáticas al participar en un estudio de clases. El marco teórico está respaldado por modelos sobre el conocimiento de los docentes y los procesos de aprendizaje de los futuros docentes. La metodología es cualitativa e interpretativa, con datos recogidos por entrevistas y documentos producidos por los participantes. Los participantes indicaron comprender la importancia de las diferentes representaciones en matemáticas. También indicaron apreciar el valor de la planificación detallada de la lección, la cuidadosa selección de tareas, el análisis de posibles estrategias y dificultades de los estudiantes, y la preparación de la comunicación en el aula.

  • English

    We aim to identify what prospective mathematics teachers indicated that they learned regarding mathematics and mathematics teaching as they participated in a lesson study. The theoretical framework is supported by models about teachers’ knowledge and prospective teachers learning processes. The methodology is qualitative and interpretative, with data collected by interviews and documents made by participants. The participants indicated to understand the importance of different representations in mathematics. They also indicated to appreciate the value of the detailed planning of the lesson, the careful selection of tasks, the analysis of possible student strategies and difficulties, and the preparation of classroom communication.

  • português

    O nosso objetivo é identificar o que os futuros professores de Matemática indicaram que aprenderam em relação à Matemática e ao ensino de Matemática ao participarem de um estudo de aula. O referencial teórico é apoiado por modelos sobre o conhecimento dos professores e os processos de aprendizagem dos futuros professores. A metodologia é qualitativa e interpretativa, com dados recolhidos por meio de entrevistas e documentos realizados pelos participantes. Os participantes indicaram compreender a importância das diferentes representações em Matemática. Também indicaram apreciar o valor do planeamento detalhado da aula, a seleção cuidadosa de tarefas, a análise de possíveis estratégias e dificuldades dos alunos e a preparação da comunicação em sala de aula.

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