An experience with the Lesson Study methodology during the Mathematics Pedagogical Residency Program

Abstract

This report presents an experience in the context of the Mathematics Pedagogical Residency Program at the Federal University of Campina Grande developed in the Lesson Study (LS) process. To this end, the stages of planning a class on Tales' Theorem, its execution and observation with students in the first year of high school at a public school and subsequent post-class reflection integrating future teachers (FT) and mentor and preceptor teachers were experienced with the aim of analyzing the post-class reflections of the game “Criminal Math: a crime in the pyramids”, developed with a 1st year high school class, in a public school, in the city of Cuité. The results indicate that post-class reflection proved to be essential for the FT's understanding of the importance of each of the LS stages, highlighting: that the game was understood by everyone as promising, requiring adaptations to be suitable for different contexts educational; it is essential to know and consider possible student resolution strategies and their difficulties during the planning stage; it is necessary to plan focusing on students’ learning needs, considering their prior knowledge; Planning is a time-consuming action, which requires study and availability for dialogue from those who develop it. Likewise, it indicated that the LS contributed to mathematical and didactic knowledge being revisited and/or constructed by the FT in interaction with the preceptor teachers, also expanding their access to this knowledge. Regarding the development of the PRP in the LS process, there was a consensus among the FT that the experience supports them in learning how to work in a collective and collaborative way, how to act in a more reflective way, integrating theoretical and practical knowledge, enabling them to develop professionally