Reflection on teaching in mathematics mobilized in lesson study

Abstract

The article analyzes the reflection on teaching, mobilized in a lesson study that involved mathematics teachers. The research is based on Schön and Perrenoud's concept of reflection and is guided by the question, “What reflections on teaching do mathematics teachers mobilize in a lesson study context?”. To answer this question, we did an investigation in a lesson study context, structured in twelve meetings of approximately two and a half hours each, involving eight mathematics teachers from the final years of elementary school of the state public education network of Rio Grande do Sul, Brazil. The empirical material of the research consists of the researcher's field notes, the participants' logbooks, the transcripts of the sessions, and the interview carried out at the end of the lesson study. The qualitative and interpretative analysis showed that the reflection on teaching was characterized as retrospective and prospective, covering three themes: student learning, mathematics teaching, and teaching moral responsibility and ethics.