Estudo de fração dentro da resolução de problemas em um processo de Lesson Study: em aula de nivelamento.

Abstract

This work describes an experience during the Pedagogical Residency Program through the Lesson Study (LS) training process. LS is a process in which teachers meet to collaboratively plan, execute and observe the class, and reflect on the strategies applied in the classroom and lesson plans, aiming to improve student performance. Our main objective is to analyze and reflect on 2 classes developed in the 2nd year of high school, checking everything from the planning of the fraction class to the reflections carried out after the class. All activities were developed in a 2nd Grade High School class, in two classes followed by mathematics leveling. This work is of a qualitative descriptive nature, as it describes an experience. By analyzing the results obtained, it can be seen that it was possible to achieve the proposed objectives and also complete the lesson plan within the predictions made in the planning phase. Working on solving problems associated with fractions was very advantageous, as it was possible to notice the students' understanding during the problem solving. This highlights the effectiveness of the teaching method based on the Problem Solving approach, involving students and promoting learning. Lesson Study facilitated collaboration among residents, increasing self-confidence in professional development. Working with Lesson Study provided enriching reflections, highlighting the importance of planning, which played a crucial role in the execution of the class.