Meanings of mathematics teaching forged through reflection in a lesson study

Adriana Richit; Mauri Luís Tomkelski

doi:10.29333/ejmste/12325

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Adriana Richit ¹ ^* , Mauri Luís Tomkelski ² ³

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¹ Universidade Federal da Fronteira Sul–Erechim-RS, BRAZIL² Secretaria da Educação do RS - 15ª CRE, Erechim-RS, BRAZIL³ Universidade de Lisboa, Lisbon, PORTUGAL^* Corresponding Author

Abstract

This article discusses the meanings of mathematics teaching forged in the reflections promoted in a lesson study. Guided by the question “What meanings of teaching in mathematics are constructed from reflections promoted in a lesson study?” and based on Isabel Alarcão’s (2018) concept of teaching, we examined four editions of a lesson study, two with teachers of the early years of elementary school, one with mathematics teachers from the final years of elementary school, and one with high school mathematics teachers. Each lesson study cycle was organized in twelve two-hour meetings and involved an average of eight teachers per cycle. The participants are teachers from the state public education system in Rio Grande do Sul, Brazil. The empirical material consists of the researcher’s field notes, the participants’ logbooks, transcripts of the sessions, and interviews conducted at the end of the cycles. Qualitative and interpretative analysis showed that the reflections promoted in the lesson study revealed that mathematics teaching involves various meanings including educational action, social commitment, and pedagogical transformation.

Keywords

mathematics teaching
lesson study
reflection
meanings of teaching

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 9, Article No: em2151

https://doi.org/10.29333/ejmste/12325

Publication date: 10 Aug 2022

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How to cite this article

APA

Richit, A., & Tomkelski, M. L. (2022). Meanings of mathematics teaching forged through reflection in a lesson study. Eurasia Journal of Mathematics, Science and Technology Education, 18(9), em2151. https://doi.org/10.29333/ejmste/12325

Vancouver

Richit A, Tomkelski ML. Meanings of mathematics teaching forged through reflection in a lesson study. EURASIA J Math Sci Tech Ed. 2022;18(9):em2151. https://doi.org/10.29333/ejmste/12325

AMA

Richit A, Tomkelski ML. Meanings of mathematics teaching forged through reflection in a lesson study. EURASIA J Math Sci Tech Ed. 2022;18(9), em2151. https://doi.org/10.29333/ejmste/12325

Chicago

Richit, Adriana, and Mauri Luís Tomkelski. "Meanings of mathematics teaching forged through reflection in a lesson study". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 9 (2022): em2151. https://doi.org/10.29333/ejmste/12325

Harvard

Richit, A., and Tomkelski, M. L. (2022). Meanings of mathematics teaching forged through reflection in a lesson study. Eurasia Journal of Mathematics, Science and Technology Education, 18(9), em2151. https://doi.org/10.29333/ejmste/12325

MLA

Richit, Adriana et al. "Meanings of mathematics teaching forged through reflection in a lesson study". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 9, 2022, em2151. https://doi.org/10.29333/ejmste/12325