Do planejamento à execução: a resolução de problemas no ensino de princípio fundamental da contagem em um contexto de Lesson study.

Abstract

This article describes an experience during the Supervised Curricular Internship in the process of Lesson Study (LS). LS is a professional development process that involves planning, execution, and reflection on lessons. Our goal is to conduct an analysis that spans from planning two lessons related to the Fundamental Counting Principle to reflections after the lessons, where we worked with the problem-solving methodology in the LS process. This work follows a descriptive qualitative approach. The mentioned experience was applied to a 2nd-grade class of High School in a comprehensive public school located in the Curimataú region, Paraíba. The results obtained revealed that we were able to complete the lesson plan and achieve the proposed objectives. The lesson proved to be effective and productive to the extent that in subsequent lessons, we noticed that students were able to quickly solve problems of simple arrangements related to the Fundamental Counting Principle,

demonstrating the effectiveness of the teaching method. We can conclude that the Problem- Solving approach was effective in engaging students and promoting learning. Lesson Study

fostered collaboration among interns and boosted self-confidence in professional development. Furthermore, working with Lesson Study proved highly beneficial, leading us to various enriching reflections, emphasizing the importance of planning, which played a crucial role in the execution of the lesson.