Professional learning of teachers who teach mathematics developed in the context of a lesson study

Abstract

This article discusses and analyzes the professional learning of teachers who teach Mathematics through their participation in a lesson study, seeking to answer the following research question: What professional learning is achieved by elementary school Mathematics teachers through participation in a lesson study? This qualitative study was conducted with three elementary school teachers who took part in a lesson study focused on the topic of the decimal numeral system. Data were generated through audio and video recordings of the sessions, which were subsequently transcribed and analyzed using content analysis techniques. The analysis revealed three categories of professional learning: knowledge of students’ difficulties; knowledge of numbers; and task planning and teaching strategies. The findings indicate that lesson study provides opportunities for teachers’ professional learning by enabling the re-signification of mathematical and pedagogical knowledge, contributing to changes in teaching practice and to teachers’ professional development.