Formação docente e ensino de matemática: um relato de experiência com o lesson study na residência pedagógica.

Abstract

This study aims to report the experience carried out within the scope of the Pedagogical Residency Program developed at the Federal University of Campina Grande, Cuité campus, with emphasis on the practices implemented at Escola Cidadã Integral Orlando Venâncio dos Santos. The research focuses on the application of the Lesson Study

methodology as a formative tool in Mathematics teaching, especially through problem- solving activities, highlighting the topics of ratio and proportion (rule of three), simple

interest, and compound interest, covered in both high school and Youth and Adult Education (EJA). The methodological approach is qualitative, configured as an experience report with reflective analysis of the pedagogical practices developed during the program. The results showed that the adoption of Lesson Study promoted improvements in teaching practice and supported student learning, particularly by linking theory and practice, encouraging collaborative planning, and contextualizing the content. Furthermore, it was observed that students became more engaged and developed a better understanding of the topics when they were connected to everyday experiences. The experience significantly contributed to initial teacher training, demonstrating the importance of collaborative and investigative methodologies in the teaching-learning process of Mathematics. It is concluded that Lesson Study represents a promising strategy for both the professional development of pre-service teachers and the strengthening of Mathematics education, especially when aligned with contextualized approaches focused on students’ realities.