Formação inicial de professores de matemática em processo de lesson study: uma experiência do estágio curricular supervisionado com auxílio de materiais concretos.

Abstract

The present work describes an experience lived in the Supervised Curricular Internship using the Lesson Study (LS), in which it is seen as a professional development process for teachers that aims to encourage collaborative work and reflection processes. The LS is basically composed of three/four stages which are: lesson planning, execution and observation of the lesson and post-class reflection and, in some cases, the reapplication of this post reflection class. The main objective is to analyze contributions that LS can offer to the initial training of mathematics teachers through a Supervised Curricular Internship class with the use of concrete materials. The research methodology is qualitative and interpretive in nature. The results obtained indicate some points which can be considered to improve the class, we also highlight the need to have more time for the planning to be more elaborate and detailed. Therefore, it is well known that the LS actually contributes to the initial training of teachers, bringing critical and reflective moments, and allows us to perceive the needs of is in constant evolution, especially in teaching methods. Especially in post-class reflection through feedback from observers and from the class mediator herself, always seeking to improve in relation to mistakes and successes. We believe that the objective of the class was achieved, as most of the class was able to understand the content studied, and the use of concrete materials also contributed to understanding, in addition to having aroused the interest and attention of students in class.