Aplicação de um ciclo de lesson study no ensino médio: uma proposta de formação continuada de professores de matemática.

Abstract

The main objective of this article is to analyze the contributions of a Lesson Study cycle for the training of Mathematics teachers in public schools. To achieve the proposed objective, we used the Japanese methodology, LS, which consists of three to four stages: study and planning; execution of the class; reflection of the class and in some cases, its reapplication. Given this, we take advantage of a qualitative approach, and entering the first stage of the cycle, it results in the teaching of two classes in the 1st and 2nd high school class of a school located in the municipality of Alagoinha in Paraíba. As a result of the lesson planning, the teachers separated four tasks to work with the students, which were distributed on a printed sheet. The first and second tasks refer to the multiplication and conversion of values, the third and fourth task are to verify the students' reasoning in relation to the division of values. It reports and discusses how the step of applying the collaboratively developed lesson plan for reviewing the content of basic operations, specifically multiplication and division, took place and what contributions this methodology brought to the participating teachers. Therefore, it appears that the use of the Lesson Study methodology was of paramount importance, especially in the planning stage, as the teachers were able to understand different perspectives in relation to the possible paths taken by the students and prepared in advance to guide them. Then, it is praised that through new methodologies in the classroom, students feel more stimulated and teachers feel more confident about themselves.