Contribuições do Estudo de Aula (Lesson Study) para o desenvolvimento profissional de professores que ensinam matemática no 1º ano do ensino fundamental utilizando material curricular

• Ano de defesa: 2020
• Autor(a) principal: Silva, Simone Dias da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cruzeiro do Sul; Brasil; Programa de Pós Graduação em Ensino de Ciências e Matemática; Cruzeiro do Sul
• Palavras-chave em Português: Desenvolvimento profissional; Estudo de aula; Ensino de matemática; Material curricular.; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/1080

This thesis under the line of research Formation of Teachers who Teach Mathematics aims to investigate how and to what extent the Lesson Study can contribute to the professional development of teachers of the 1st year of Elementary School with a view to improving planning and the management of mathematics classes. As a research methodology, intervention research was used and to analyze the data, the triangulation procedure. The investigation was anchored in the Project “Collaborative Groups: contributions to the improvement of the quality of teaching Mathematics in the early years of elementary school and the professional development of teachers from schools of the East Directorate of São Paulo”, developed by the Research Group CCPPM of Cruzeiro do Sul University (SP). The continuing education offered within the scope of this Project was based on the teaching method of Lesson Study and on the curriculum material EMAI (Mathematical Education in the Early Years). During the cyclic movement of planning, execution and analysis of mathematics classes proposed by the Lesson Study, there were collaborative and reflective acts that influenced the expansion of knowledge to teach mathematics, improvisations and adaptations in planning, transformation in teaching practices and movements professional development of involved teachers.