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Humanities
- ISSN: 2155-7993
- Journal of Modern Education Review
Continued Formation of Teachers Who Teach Mathematics: The Seizure of
the Process by the Teachers
Renata Camacho Bezerra1, Maria Raquel Miotto Morelatti2
1. State University of the West of Paraná (UNIOESTE), Campus of Foz do Iguaçu/PR, Brazil;
2. Faculty of Science and Technology (FCT), Universidade Estadual Paulista (UNESP), SP Campus, Brazil)
Abstract: This paper reports the seizures of a group of teachers at of a municipal school located in Foz do Iguaçu, in Paraná state, Brazil, who teach Mathematics in the early years of Elementary Education, about a formation process based on the Lesson Study during the year of 2016. The Lesson Study corresponds to an education process which leads the teachers to reflect about their teaching practice, through an eminently collaborative work among peers, focusing on the student learning process, whose main characteristics are reflection and collaboration. It still corresponds to a continual activity of many participants, in which the teacher can not only share his/her knowledge, but also learn with one another, with students, in addition to contribute towards the improvement of the teaching and learning process. Based on the analysis of teachers’ seizure regarding the formation process and its contribution to the mathematics learning process of students, it was we concluded that the Lesson Study is an important strategy of continued formation and that it contributes to reflection upon the pedagogical practice, meaningful learning and, consequently, to the professional development of teachers.
Key words: continued formation of teachers, lesson study, collaboration, reflection, seizure
