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The Development of Mathematical Knowledge of Prospective Primary Teachers in a Lesson Study

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Title: The Development of Mathematical Knowledge of Prospective Primary Teachers in a Lesson Study
Language: English
Authors: Linda Cardoso (ORCID 0000-0003-3661-2714), João Pedro da Ponte (ORCID 0000-0001-6203-7616), Marisa Quaresma (ORCID 0000-0002-0861-6016)
Source: European Journal of Science and Mathematics Education. 2025 13(4):368-384.
Availability: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Higher Education
Postsecondary Education
Descriptors: Knowledge Level, Elementary School Teachers, Preservice Teachers, Communities of Practice, Mathematics, Mathematics Instruction, Foreign Countries, Preservice Teacher Education, Goal Orientation, Lesson Plans, Planning
Geographic Terms: Portugal
ISSN: 2301-251X
Abstract: This research aims to understand how lesson study may promote the development of mathematical knowledge in prospective primary teachers, more specifically, what aspects of mathematical knowledge they mobilize or develop and how. The research follows a qualitative approach and the interpretive paradigm and was carried out in a Portuguese institution where lesson study was undertaken in the final year of the initial teacher education of prospective teachers. The data was collected through video recording of the sessions and recording in a logbook, semi-structured interviews and document collection. Four prospective teachers, two teacher educators, and the researcher participated in the lesson study. The research lesson focused on numbers and operations. The results suggest that lesson study is a formative process with potential to develop the mathematical knowledge of prospective primary teachers, by providing an integrated and collaborative setting for this development and enriching experiences through its opportunity to plan-observe-reflect that enables a greater connection between theory and practice. The prospective teachers mobilized and developed mathematical knowledge about the topic, the structure of mathematics, and mathematical practice, through their involvement in lesson study activities, namely: (1) solving and discussing adaptations of tasks and anticipating students' strategies and their possible difficulties; (2) discussing among prospective teachers and teacher educators about detailed aspects of the planning of the research lesson and reflecting on the lesson events and students' learning; and (3) sharing ideas and discussions with the teacher educators guiding the process.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1491102
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1491102
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PubType: Academic Journal
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  Data: The Development of Mathematical Knowledge of Prospective Primary Teachers in a Lesson Study
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  Data: <searchLink fieldCode="AR" term="%22Linda+Cardoso%22">Linda Cardoso</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3661-2714">0000-0003-3661-2714</externalLink>)<br /><searchLink fieldCode="AR" term="%22João+Pedro+da+Ponte%22">João Pedro da Ponte</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6203-7616">0000-0001-6203-7616</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marisa+Quaresma%22">Marisa Quaresma</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0861-6016">0000-0002-0861-6016</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Science+and+Mathematics+Education%22"><i>European Journal of Science and Mathematics Education</i></searchLink>. 2025 13(4):368-384.
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  Data: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
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  Data: Y
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  Data: 17
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Planning%22">Planning</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Portugal%22">Portugal</searchLink>
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  Data: 2301-251X
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  Label: Abstract
  Group: Ab
  Data: This research aims to understand how lesson study may promote the development of mathematical knowledge in prospective primary teachers, more specifically, what aspects of mathematical knowledge they mobilize or develop and how. The research follows a qualitative approach and the interpretive paradigm and was carried out in a Portuguese institution where lesson study was undertaken in the final year of the initial teacher education of prospective teachers. The data was collected through video recording of the sessions and recording in a logbook, semi-structured interviews and document collection. Four prospective teachers, two teacher educators, and the researcher participated in the lesson study. The research lesson focused on numbers and operations. The results suggest that lesson study is a formative process with potential to develop the mathematical knowledge of prospective primary teachers, by providing an integrated and collaborative setting for this development and enriching experiences through its opportunity to plan-observe-reflect that enables a greater connection between theory and practice. The prospective teachers mobilized and developed mathematical knowledge about the topic, the structure of mathematics, and mathematical practice, through their involvement in lesson study activities, namely: (1) solving and discussing adaptations of tasks and anticipating students' strategies and their possible difficulties; (2) discussing among prospective teachers and teacher educators about detailed aspects of the planning of the research lesson and reflecting on the lesson events and students' learning; and (3) sharing ideas and discussions with the teacher educators guiding the process.
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  Data: 2025
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  Data: EJ1491102
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 368
    Subjects:
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Mathematics
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Lesson Plans
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      – SubjectFull: Planning
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      – SubjectFull: Portugal
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      – TitleFull: The Development of Mathematical Knowledge of Prospective Primary Teachers in a Lesson Study
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            NameFull: João Pedro da Ponte
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            NameFull: Marisa Quaresma
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              Y: 2025
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