Ensino da Matemática
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Sobre os alunos
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Identificar as dificuldades matemáticas |
Ponte et al. (2016)PONTE, J. P.; QUARESMA, M.; MATA-PEREIRA, J.; BAPTISTA, M. O estudo de aula como processo de desenvolvimento profissional de professores de matemática. Bolema, Rio Claro, v. 30, n. 56, p. 868-891, 2016., Lewis et al. (2013)LEWIS, J. M.; FISCHMAN, D.; RIGGS, I.; WASSERMAN, K. Teacher Learning in Lesson Study. The Mathematics Enthusiast, Montana, v. 10, n. 3, p. 583-620, 2013., Leavy (2015)LEAVY, A. Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2015., Bruce, Flynn e Bennett (2016)BRUCE, C.; FLYNN, T. C.; BENNETT, S. A focus on exploratory tasks in lesson study: The Canadian ‘Math for Young Children’ project. ZDM Mathematics Education, Berlin, v. 48, p. 541-554, 2016., Wake, Swan e Foster (2015)WAKE, G.; SWAN, M.; FOSTER, C. Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education, New York, v. 19, p. 243-260, 2015.
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Observar, estimular e valorizar o raciocíno e pensamento matemático |
Ponte et al. (2016)PONTE, J. P.; QUARESMA, M.; MATA-PEREIRA, J.; BAPTISTA, M. O estudo de aula como processo de desenvolvimento profissional de professores de matemática. Bolema, Rio Claro, v. 30, n. 56, p. 868-891, 2016., Lewis, Perry e Hurd (2009)LEWIS, C. C.; PERRY, R.; HURD, J. Improving mathematic instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, New York, v.12, p. 285-304, 2009., Widjaja et al. (2017)WIDJAJA, W.; VALE, C.; GROVES, S.; DOIG, B. Teachers’ professional growth through engagement with lesson study. Journal of Mathematics Teacher Education, New York, v. 20, p. 357-383, 2017., Lewis et al. (2013)LEWIS, J. M.; FISCHMAN, D.; RIGGS, I.; WASSERMAN, K. Teacher Learning in Lesson Study. The Mathematics Enthusiast, Montana, v. 10, n. 3, p. 583-620, 2013., Bruce, Flynn e Bennett (2016)BRUCE, C.; FLYNN, T. C.; BENNETT, S. A focus on exploratory tasks in lesson study: The Canadian ‘Math for Young Children’ project. ZDM Mathematics Education, Berlin, v. 48, p. 541-554, 2016., Pang (2016)PANG, J. Improving mathematics instruction and supporting teacher learning in Korea through lesson study using five practices. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016., Vale et al. (2018)VALE, C.; WIDJAJA, W.; DOIG, B.; GROVES, S. Anticipating students’ reasoning and planning prompts in structured problem-solving lessons. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2018., Moss et al. (2015)MOSS, J.; HAWES, Z.; NAQVI, S.; CASWELL, B. Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: a case study. ZDM Mathematics Education, Berlin, v. 47, p. 377-390, 2015.Warwick et al. (2016)WARWICK, P.; VRIKKI, M.; VERMUNT, J. D.; MERCER, N.; HALEM, N. Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016., Inoue (2011)INOUE, N. Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, New York, v. 14, p. 5-23, 2011.
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Antecipar questões, dificuldades, estratégias e soluções dos alunos |
Wake, Swan e Foster (2015)WAKE, G.; SWAN, M.; FOSTER, C. Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education, New York, v. 19, p. 243-260, 2015., Ponte et al. (2016)PONTE, J. P.; QUARESMA, M.; MATA-PEREIRA, J.; BAPTISTA, M. O estudo de aula como processo de desenvolvimento profissional de professores de matemática. Bolema, Rio Claro, v. 30, n. 56, p. 868-891, 2016., Widjaja et al. (2017)WIDJAJA, W.; VALE, C.; GROVES, S.; DOIG, B. Teachers’ professional growth through engagement with lesson study. Journal of Mathematics Teacher Education, New York, v. 20, p. 357-383, 2017., Suh e Seshay (2015)SUH, J.; SESHAIYER, P. Examining teachers’ understanding of the mathematical learning progression through vertical articulation during Lesson Study. Journal of Mathematics Teacher Education, New York, v.18, p. 207-229, 2015., Inoue (2011)INOUE, N. Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, New York, v. 14, p. 5-23, 2011., Leavy (2015)LEAVY, A. Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2015.
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Avaliar a progressão das ideias matemáticas dos alunos |
Suh e Seshay (2015)SUH, J.; SESHAIYER, P. Examining teachers’ understanding of the mathematical learning progression through vertical articulation during Lesson Study. Journal of Mathematics Teacher Education, New York, v.18, p. 207-229, 2015., Vale et al. (2018)VALE, C.; WIDJAJA, W.; DOIG, B.; GROVES, S. Anticipating students’ reasoning and planning prompts in structured problem-solving lessons. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2018.
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Abordagens da Matemática e sala de aula
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Recursos e materiais de ensino |
Lewis, Perry e Hurd (2009)LEWIS, C. C.; PERRY, R.; HURD, J. Improving mathematic instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, New York, v.12, p. 285-304, 2009., Lewis e Perry (2017)LEWIS, C.; PERRY, R. Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning. Journal for Research in Mathematics Education, Washington, v. 48, n. 3, p. 261-299, 2017., Marsigit (2007)MARSIGIT. Mathematics Teachers’ Professional Development through Lesson Study in Indonesia. Eurasia Journal of Mathematics, Science & Technology Education, Eastbourne, v. 3, n. 2, p. 141-144, 2007., Lim, Kor e Chia (2016)LIM, C. S.; KOR, L. K.; CHIA, H. M. Revitalising mathematics classroom teaching through Lesson Study (LS): A Malaysian case study. ZDM Mathematics Education, Berlin, v. 48, p. 485-499, 2016., Friesen e Francis-Poscente (2014)FRIESEN, S.; FRANCIS-POSCENTE, K. Teaching and learning mathematics with Math Fair, Lesson Study and Classroom Mentorship. The Mathematics Enthusiast, Montana, v.11, n.1, p.61-82, 2014., Deshler (2015)DESHLER, J. M. Using modified lesson study with mathematics post-graduate teaching assistants. Research in Mathematics Education, Londres, v. 17, n. 3, p. 242-243, 2015., Leavy (2015)LEAVY, A. Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2015.
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Abordagem investigativa ou exploratória |
Inoue (2011)INOUE, N. Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, New York, v. 14, p. 5-23, 2011., Marsigit (2007)MARSIGIT. Mathematics Teachers’ Professional Development through Lesson Study in Indonesia. Eurasia Journal of Mathematics, Science & Technology Education, Eastbourne, v. 3, n. 2, p. 141-144, 2007., Verhoef et al. (2013)VERHOEF, N.; TALL, D.; COENDERS, F.; VAN SMAALEN, D. The complexities of a Lesson study in a Dutch situation: mathematics teacher learning. International Journal of Science and Mathematics Education, Taiwan, v. 12, p. 859-881, 2013., Huang, Su e Xu (2014)HUANG, R.; SU, H.; XU, S. Developing teachers’ and teaching researchers’ professional competence in mathematics through Chinese Lesson Study. ZDM Mathematics Education, Berlin, v. 46, p. 239-251, 2014., Friesen e Francis-Poscente (2014)FRIESEN, S.; FRANCIS-POSCENTE, K. Teaching and learning mathematics with Math Fair, Lesson Study and Classroom Mentorship. The Mathematics Enthusiast, Montana, v.11, n.1, p.61-82, 2014., Bruce, Flynne |
Bennett (2016), Vale et al. (2018)VALE, C.; WIDJAJA, W.; DOIG, B.; GROVES, S. Anticipating students’ reasoning and planning prompts in structured problem-solving lessons. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2018.
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Discussão coletiva e comunicação de ideias matemáticas |
Lewis et al. (2013)LEWIS, J. M.; FISCHMAN, D.; RIGGS, I.; WASSERMAN, K. Teacher Learning in Lesson Study. The Mathematics Enthusiast, Montana, v. 10, n. 3, p. 583-620, 2013., Widjaja et al. (2017)WIDJAJA, W.; VALE, C.; GROVES, S.; DOIG, B. Teachers’ professional growth through engagement with lesson study. Journal of Mathematics Teacher Education, New York, v. 20, p. 357-383, 2017., Marsigit (2007)MARSIGIT. Mathematics Teachers’ Professional Development through Lesson Study in Indonesia. Eurasia Journal of Mathematics, Science & Technology Education, Eastbourne, v. 3, n. 2, p. 141-144, 2007., Inoue (2011)INOUE, N. Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, New York, v. 14, p. 5-23, 2011., Suh e Seshay (2015)SUH, J.; SESHAIYER, P. Examining teachers’ understanding of the mathematical learning progression through vertical articulation during Lesson Study. Journal of Mathematics Teacher Education, New York, v.18, p. 207-229, 2015., Lim, Kor e Chia (2016)LIM, C. S.; KOR, L. K.; CHIA, H. M. Revitalising mathematics classroom teaching through Lesson Study (LS): A Malaysian case study. ZDM Mathematics Education, Berlin, v. 48, p. 485-499, 2016., Pang (2016)PANG, J. Improving mathematics instruction and supporting teacher learning in Korea through lesson study using five practices. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016., Vale et al. (2018)VALE, C.; WIDJAJA, W.; DOIG, B.; GROVES, S. Anticipating students’ reasoning and planning prompts in structured problem-solving lessons. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2018., Ponte et al. (2016)PONTE, J. P.; QUARESMA, M.; MATA-PEREIRA, J.; BAPTISTA, M. O estudo de aula como processo de desenvolvimento profissional de professores de matemática. Bolema, Rio Claro, v. 30, n. 56, p. 868-891, 2016., Warwick et al. (2016)WARWICK, P.; VRIKKI, M.; VERMUNT, J. D.; MERCER, N.; HALEM, N. Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016.
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Seleção, elaboração e valorização de tarefas exploratórias |
Bruce, Flynn e Bennett (2016)BRUCE, C.; FLYNN, T. C.; BENNETT, S. A focus on exploratory tasks in lesson study: The Canadian ‘Math for Young Children’ project. ZDM Mathematics Education, Berlin, v. 48, p. 541-554, 2016., Wake, Swan e Foster (2015)WAKE, G.; SWAN, M.; FOSTER, C. Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education, New York, v. 19, p. 243-260, 2015., Huang, Su e Xu (2014)HUANG, R.; SU, H.; XU, S. Developing teachers’ and teaching researchers’ professional competence in mathematics through Chinese Lesson Study. ZDM Mathematics Education, Berlin, v. 46, p. 239-251, 2014., Lim, Kor e Chia (2016)LIM, C. S.; KOR, L. K.; CHIA, H. M. Revitalising mathematics classroom teaching through Lesson Study (LS): A Malaysian case study. ZDM Mathematics Education, Berlin, v. 48, p. 485-499, 2016., Pang (2016)PANG, J. Improving mathematics instruction and supporting teacher learning in Korea through lesson study using five practices. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016., Lewis, Perry e Hurd (2009)LEWIS, C. C.; PERRY, R.; HURD, J. Improving mathematic instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, New York, v.12, p. 285-304, 2009., Vale et al. (2018)VALE, C.; WIDJAJA, W.; DOIG, B.; GROVES, S. Anticipating students’ reasoning and planning prompts in structured problem-solving lessons. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2018., Murata et al. (2012)MURATA, A.; BOFFERDING, L.; POTHEN, B. E.; TAYLOR, M. W.; WISCHNIA, S. Making Connections Among Student Learning, Content, and Teaching: Teacher Talk Paths in Elementary Mathematics Lesson Study. Journal for Research in Mathematics Education, Washington, v. 43, n. 5, p. 616-650, 2012.
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Realizar e valorizar a reflexão sobre o ensino |
Deshler (2015)DESHLER, J. M. Using modified lesson study with mathematics post-graduate teaching assistants. Research in Mathematics Education, Londres, v. 17, n. 3, p. 242-243, 2015., Ponte et al. (2016)PONTE, J. P.; QUARESMA, M.; MATA-PEREIRA, J.; BAPTISTA, M. O estudo de aula como processo de desenvolvimento profissional de professores de matemática. Bolema, Rio Claro, v. 30, n. 56, p. 868-891, 2016., Suh e Seshay (2015)SUH, J.; SESHAIYER, P. Examining teachers’ understanding of the mathematical learning progression through vertical articulation during Lesson Study. Journal of Mathematics Teacher Education, New York, v.18, p. 207-229, 2015., Friesen e Francis-Poscente (2014)FRIESEN, S.; FRANCIS-POSCENTE, K. Teaching and learning mathematics with Math Fair, Lesson Study and Classroom Mentorship. The Mathematics Enthusiast, Montana, v.11, n.1, p.61-82, 2014.
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Teorias e mudanças no ensino |
Murata et al. (2012)MURATA, A.; BOFFERDING, L.; POTHEN, B. E.; TAYLOR, M. W.; WISCHNIA, S. Making Connections Among Student Learning, Content, and Teaching: Teacher Talk Paths in Elementary Mathematics Lesson Study. Journal for Research in Mathematics Education, Washington, v. 43, n. 5, p. 616-650, 2012., Freitas e Zolkower (2011)FREITAS, E.; ZOLKOWER, B. Developing teacher capacity to explore non- routine problems through a focus on the social semiotics of mathematics classroom discourse. Research in Mathematics Education, Londres, v. 13, n. 3, p. 229-247, 2011., Inoue (2011)INOUE, N. Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, New York, v. 14, p. 5-23, 2011., Huang e Shimizy (2016)HUANG, R.; SHIMIZU, Y. Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective. ZDM Mathematics Education, Berlin, v. 48, p. 393-409, 2016., Lim, Kor e Chia (2016)LIM, C. S.; KOR, L. K.; CHIA, H. M. Revitalising mathematics classroom teaching through Lesson Study (LS): A Malaysian case study. ZDM Mathematics Education, Berlin, v. 48, p. 485-499, 2016.
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Matemática
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Aprofundamento de tópicos e conceitos |
Bruce, Flynn e Bennett (2016)BRUCE, C.; FLYNN, T. C.; BENNETT, S. A focus on exploratory tasks in lesson study: The Canadian ‘Math for Young Children’ project. ZDM Mathematics Education, Berlin, v. 48, p. 541-554, 2016., Lewis et al. (2013)LEWIS, J. M.; FISCHMAN, D.; RIGGS, I.; WASSERMAN, K. Teacher Learning in Lesson Study. The Mathematics Enthusiast, Montana, v. 10, n. 3, p. 583-620, 2013., Lewis e Perry (2017)LEWIS, C.; PERRY, R. Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning. Journal for Research in Mathematics Education, Washington, v. 48, n. 3, p. 261-299, 2017., Murata et al. (2012)MURATA, A.; BOFFERDING, L.; POTHEN, B. E.; TAYLOR, M. W.; WISCHNIA, S. Making Connections Among Student Learning, Content, and Teaching: Teacher Talk Paths in Elementary Mathematics Lesson Study. Journal for Research in Mathematics Education, Washington, v. 43, n. 5, p. 616-650, 2012., Lewis, Perry e Hurd (2009)LEWIS, C. C.; PERRY, R.; HURD, J. Improving mathematic instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, New York, v.12, p. 285-304, 2009., Inoue (2011)INOUE, N. Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, New York, v. 14, p. 5-23, 2011., Suh e Seshay (2015)SUH, J.; SESHAIYER, P. Examining teachers’ understanding of the mathematical learning progression through vertical articulation during Lesson Study. Journal of Mathematics Teacher Education, New York, v.18, p. 207-229, 2015., Wake, Swan e Foster (2015)WAKE, G.; SWAN, M.; FOSTER, C. Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education, New York, v. 19, p. 243-260, 2015., Deshler (2015)DESHLER, J. M. Using modified lesson study with mathematics post-graduate teaching assistants. Research in Mathematics Education, Londres, v. 17, n. 3, p. 242-243, 2015., Leavy (2015)LEAVY, A. Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2015., Vale et al. (2018)VALE, C.; WIDJAJA, W.; DOIG, B.; GROVES, S. Anticipating students’ reasoning and planning prompts in structured problem-solving lessons. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2018., Moss et al. (2015)MOSS, J.; HAWES, Z.; NAQVI, S.; CASWELL, B. Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: a case study. ZDM Mathematics Education, Berlin, v. 47, p. 377-390, 2015.Freitas e Zolkower (2011)FREITAS, E.; ZOLKOWER, B. Developing teacher capacity to explore non- routine problems through a focus on the social semiotics of mathematics classroom discourse. Research in Mathematics Education, Londres, v. 13, n. 3, p. 229-247, 2011.
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Cultura Profissional: Colaboração
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Partilha |
Ponte et al. (2016)PONTE, J. P.; QUARESMA, M.; MATA-PEREIRA, J.; BAPTISTA, M. O estudo de aula como processo de desenvolvimento profissional de professores de matemática. Bolema, Rio Claro, v. 30, n. 56, p. 868-891, 2016., Marsigit (2007)MARSIGIT. Mathematics Teachers’ Professional Development through Lesson Study in Indonesia. Eurasia Journal of Mathematics, Science & Technology Education, Eastbourne, v. 3, n. 2, p. 141-144, 2007., Inoue (2011)INOUE, N. Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, New York, v. 14, p. 5-23, 2011., Warwick et al. (2016)WARWICK, P.; VRIKKI, M.; VERMUNT, J. D.; MERCER, N.; HALEM, N. Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016., Lewis, Perry e Hurd (2009)LEWIS, C. C.; PERRY, R.; HURD, J. Improving mathematic instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, New York, v.12, p. 285-304, 2009.
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Diálogo e negociação de ideias e decisões |
Ponte et al. (2016)PONTE, J. P.; QUARESMA, M.; MATA-PEREIRA, J.; BAPTISTA, M. O estudo de aula como processo de desenvolvimento profissional de professores de matemática. Bolema, Rio Claro, v. 30, n. 56, p. 868-891, 2016., Marsigit (2007)MARSIGIT. Mathematics Teachers’ Professional Development through Lesson Study in Indonesia. Eurasia Journal of Mathematics, Science & Technology Education, Eastbourne, v. 3, n. 2, p. 141-144, 2007., Warwick et al. (2016)WARWICK, P.; VRIKKI, M.; VERMUNT, J. D.; MERCER, N.; HALEM, N. Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016.
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Planejamento colaborativo |
Robinson e Leikin (2012)ROBINSON, N.; LEIKIN, R. One teacher, two lessons: the lesson study process. International Journal of Science and Mathematics Education, Taiwan, v. 10, p. 139-161, 2012., Verhoef et al. (2013)VERHOEF, N.; TALL, D.; COENDERS, F.; VAN SMAALEN, D. The complexities of a Lesson study in a Dutch situation: mathematics teacher learning. International Journal of Science and Mathematics Education, Taiwan, v. 12, p. 859-881, 2013., Lewis, Perry e Hurd (2009)LEWIS, C. C.; PERRY, R.; HURD, J. Improving mathematic instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, New York, v.12, p. 285-304, 2009., Widjaja et al. (2017)WIDJAJA, W.; VALE, C.; GROVES, S.; DOIG, B. Teachers’ professional growth through engagement with lesson study. Journal of Mathematics Teacher Education, New York, v. 20, p. 357-383, 2017., Lim, Kor e Chia (2016)LIM, C. S.; KOR, L. K.; CHIA, H. M. Revitalising mathematics classroom teaching through Lesson Study (LS): A Malaysian case study. ZDM Mathematics Education, Berlin, v. 48, p. 485-499, 2016., Wake, Swan e Foster (2015)WAKE, G.; SWAN, M.; FOSTER, C. Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education, New York, v. 19, p. 243-260, 2015., Deshler (2015)DESHLER, J. M. Using modified lesson study with mathematics post-graduate teaching assistants. Research in Mathematics Education, Londres, v. 17, n. 3, p. 242-243, 2015.
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Observação e investigação colaborativa |
Robinson e Leikin (2012)ROBINSON, N.; LEIKIN, R. One teacher, two lessons: the lesson study process. International Journal of Science and Mathematics Education, Taiwan, v. 10, p. 139-161, 2012.
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Apoio e enfrentamento de riscos |
Huang, Su e Xu (2014)HUANG, R.; SU, H.; XU, S. Developing teachers’ and teaching researchers’ professional competence in mathematics through Chinese Lesson Study. ZDM Mathematics Education, Berlin, v. 46, p. 239-251, 2014., Warwick et al. (2016)WARWICK, P.; VRIKKI, M.; VERMUNT, J. D.; MERCER, N.; HALEM, N. Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016.
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