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 |
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| Language: | English |
| Authors: | Linda Cardoso (ORCID |
| 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 |
| 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. |
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| ISSN: | 2301-251X |
