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

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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: 866

Article Downloads: 615

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