Resumen

GOMES, Paula; QUARESMA, Marisa  y  PONTE, João Pedro da. Knowledge about tasks and students in a lesson study with mathematics teachers. Educ. mat. [online]. 2023, vol.35, n.1, pp.113-141.  Epub 01-Dic-2023. ISSN 2448-8089.  https://doi.org/10.24844/em3501.05.

Abstract: From a lesson study based on an exploratory approach, we analyze the development of secondary school mathematics teachers’ knowledge on task design and anticipating students’ strategies and difficulties, in the lesson planning and reflection on students’ work. The research is qualitative/ interpretative. Data were collected by participant observation (with researcher’s journal and audio/video recordings), document collection, and interview. The results suggest that in the planning sessions, discussions about the wording and ordering of questions in the task, influenced by anticipation of students’ solving strategies and difficulties, created opportunities for teachers to develop their knowledge about task design, the strategies students might follow and ways to support them. The teachers developed their knowledge of how to teach exploratory tasks, namely the selection and sequencing of students’ answers for the whole-class discussion. In the post-lesson reflections, they expanded their knowledge about students and their learning by discussing strategies and unanticipated difficulties and seeking for reasons for those difficulties.

Palabras llave : Exploratory task; didactic knowledge; lesson study; secondary school.

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