Lesson study and Mathematics: “educative process” and “potentialities for professional development”

Abstract

This article discusses the lesson study and Mathematics, contributions to teacher formation, as a process of professional development. The question is: Which articles published by researchers from the Institute of Education of the University of Lisbon deal with lesson study and Mathematics? And how do these articles approach professional development? A literature review study was carried out, for this, 20 articles published in journals were selected. The articles were qualitatively analyzed, that is organized in two categories: a) class study as an approach to professional development, like a formative process; b) potentialities of classroom studies for professional development. It is concluded that classroom studies value the experience of teachers, promote different professional knowledge, based on collaborative and reflective cycles, and can produce changes in teachers' practice, teaching, student learning and educational changes. The need to invest in classroom studies as a training process is highlighted, so that they are part of the professional development of teachers, both in the Portuguese context and in other contexts.

Keywords

• estudo de aula
• desenvolvimento profissional
• processo formativo