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RESEARCH PAPER
Meanings of mathematics teaching forged through reflection in a lesson study
1
Universidade Federal da Fronteira Sul–Erechim-RS, BRAZIL
2
Secretaria da Educação do RS - 15ª CRE, Erechim-RS, BRAZIL
3
Universidade de Lisboa, Lisbon, PORTUGAL
Publication date: 2022-08-10
EURASIA J. Math., Sci Tech. Ed 2022;18(9):em2151
KEYWORDS
ABSTRACT
This article discusses the meanings of mathematics teaching forged in the reflections promoted
in a lesson study. Guided by the question “What meanings of teaching in mathematics are
constructed from reflections promoted in a lesson study?” and based on Isabel Alarcão’s (2018)
concept of teaching, we examined four editions of a lesson study, two with teachers of the early
years of elementary school, one with mathematics teachers from the final years of elementary
school, and one with high school mathematics teachers. Each lesson study cycle was organized in
twelve two-hour meetings and involved an average of eight teachers per cycle. The participants
are teachers from the state public education system in Rio Grande do Sul, Brazil. The empirical
material consists of the researcher’s field notes, the participants’ logbooks, transcripts of the
sessions, and interviews conducted at the end of the cycles. Qualitative and interpretative analysis
showed that the reflections promoted in the lesson study revealed that mathematics teaching
involves various meanings including educational action, social commitment, and pedagogical
transformation.
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