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

Micaela Martins; João Pedro da Ponte; Joana Mata-Pereira

doi:10.29333/ejmste/13127

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Micaela Martins ¹ ^* , João Pedro da Ponte ¹ , Joana Mata-Pereira ¹

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¹ Instituto de Educação, Universidade de Lisboa, Lisboa, PORTUGAL^* Corresponding Author

Abstract

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.

Keywords

mathematical reasoning
initial teacher education
lesson study
mathematics teaching

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 5, Article No: em2255

https://doi.org/10.29333/ejmste/13127

Publication date: 01 May 2023

Online publication date: 29 Mar 2023

Article Views: 972

Article Downloads: 697

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How to cite this article

APA

Martins, M., da Ponte, J. P., & Mata-Pereira, J. (2023). Learning to promote students’ mathematical reasoning: Lesson study contributions in initial teacher education. Eurasia Journal of Mathematics, Science and Technology Education, 19(5), em2255. https://doi.org/10.29333/ejmste/13127

Vancouver

Martins M, da Ponte JP, Mata-Pereira J. Learning to promote students’ mathematical reasoning: Lesson study contributions in initial teacher education. EURASIA J Math Sci Tech Ed. 2023;19(5):em2255. https://doi.org/10.29333/ejmste/13127

AMA

Martins M, da Ponte JP, Mata-Pereira J. Learning to promote students’ mathematical reasoning: Lesson study contributions in initial teacher education. EURASIA J Math Sci Tech Ed. 2023;19(5), em2255. https://doi.org/10.29333/ejmste/13127

Chicago

Martins, Micaela, João Pedro da Ponte, and Joana Mata-Pereira. "Learning to promote students’ mathematical reasoning: Lesson study contributions in initial teacher education". Eurasia Journal of Mathematics, Science and Technology Education 2023 19 no. 5 (2023): em2255. https://doi.org/10.29333/ejmste/13127

Harvard

Martins, M., da Ponte, J. P., and Mata-Pereira, J. (2023). Learning to promote students’ mathematical reasoning: Lesson study contributions in initial teacher education. Eurasia Journal of Mathematics, Science and Technology Education, 19(5), em2255. https://doi.org/10.29333/ejmste/13127

MLA

Martins, Micaela et al. "Learning to promote students’ mathematical reasoning: Lesson study contributions in initial teacher education". Eurasia Journal of Mathematics, Science and Technology Education, vol. 19, no. 5, 2023, em2255. https://doi.org/10.29333/ejmste/13127