Learning to promote students’ mathematical reasoning: Lesson study contributions in initial teacher education

The aim of this study is to understand how prospective teachers can develop their knowledge about how to promote students’ mathematical reasoning in a set of sequential lesson studies. The research follows a qualitative approach and addresses the case of a prospective teacher without teaching experi...

Full description

Saved in:
Bibliographic Details
Published inEurasia Journal of Mathematics, Science and Technology Education Vol. 19; no. 5; p. em2255
Main Authors Martins Terceiro, Micaela Sofia, MENDES DA PONTE, JOÃO PEDRO, Mata-Pereira, Joana
Format Journal Article
LanguageEnglish
Published East Sussex 01.05.2023
Subjects
Classrooms
Curricula
Knowledge
Learning
Lesson study
Mathematics
Reasoning
Students
Teacher education
Teaching
Online AccessGet full text

Cover

More Information
Summary:The aim of this study is to understand how prospective teachers can develop their knowledge about how to promote students’ mathematical reasoning in a set of sequential lesson studies. The research follows a qualitative approach and addresses the case of a prospective teacher without teaching experience. Data was analyzed according to a set of principles regarding the characteristics of tasks and the teacher’s actions that promote students’ mathematical reasoning. Reflecting on the students’ work in the lessons that the prospective teacher taught led her to understand the influence of the proposed tasks and her actions in promoting students’ reasoning, thus developing her knowledge. Furthermore, the sequential structure of the lesson studies allowed her to prepare the following lessons based on the in-depth analysis of the previous lessons and to put into practice what she planned, leading her to rethink her teaching strategies and improve her practice.
ISSN:1305-8215
1305-8223
DOI:10.29333/EJMSTE/13127