O Lesson Study para a formação inicial de professores de Matemática nas teses e dissertações brasileiras: quais adaptações têm sido feitas?
Year: 2025
Type: article
Study design: Systematic Review
Abstract: Lesson Study has been used in Brazil in both initial and continuing education for Mathematics teachers, due to its collaborative and reflective nature, which enables various learning opportunities. Organized into three stages that form a cycle — content definition, collaborative planning and lesson implementation, followed by reflection and discussion — this formative context requires adaptations to be effectively applied in different situations, especially in initial teacher training. In order to identify the adaptations being made, a survey of studies reporting experiences in Brazil related to the initial training of Mathematics teachers, published up to 2024, was conducted through a Systematic Literature Review. It was found that, despite some differences, many of the adaptations occurred due to the specificities of initial teacher education. Nevertheless, the basic stages were followed, leading to the conclusion that the essence of Lesson Study was preserved.
DOI: 10.37001/tvrqyk27
Institution: Universidade Estadual Paulista (Unesp)
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4414366385
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