Aprendizagens Profissionais de Professores Evidenciadas em Pesquisas sobre Estudos de Aula

Richit, Adriana; Ponte, João Pedro da; Quaresma, Marisa

doi:10.1590/1980-4415v35n70a26

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Bolema: Boletim de Educação Matemática

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Sumário

Artigo • Bolema 35 (70) • Ago 2021 • https://doi.org/10.1590/1980-4415v35n70a26 copiar

Aprendizagens Profissionais de Professores Evidenciadas em Pesquisas sobre Estudos de Aula

Teachers’ Professional Learning Revealed in Lesson Study Research

Autoria SCIMAGO INSTITUTIONS RANKINGS

Resumo

Originário do Japão, o Estudo de Aula (jugyō kenkyū) é uma abordagem de desenvolvimento profissional de professores colaborativa e reflexiva, e centrada na prática letiva. Por sua dinâmica de desenvolvimento e possibilidades de promover aprendizagens profissionais, os Estudos de Aula têm sido realizados e investigados em vários países do mundo. Neste artigo, nos propomos a identificar e discutir aspectos relativos às aprendizagens profissionais de professores de Matemática, desenvolvidos ou aprofundados em pesquisas que focam os Estudos de Aula. Nossa análise centrou-se em um conjunto de 32 trabalhos sobre a temática criteriosamente escolhidos de revistas com alto impacto, indexadas no Scopus, que examinam as possibilidades e contribuições desta abordagagem para o desenvolvimento profissional de professores que ensinam Matemática. Evidenciamos, mediante uma análise qualitativa, que a participação no Estudo de Aula oportuniza aos participantes aprendizagens profissionais em três domínios centrais: Matemática, ensino da Matemática e cultura profissional. Estas aprendizagens promovem o desenvolvimento profissional docente favorecendo mudanças nas práticas profissionais, disposições, valores e conhecimentos dos professores.

Palavras-chave:
Estudos de Aula; Desenvolvimento Profissional Docente; Aprendizagens Profissionais; Mudanças na Prática Profissional

	Processo de seleção de artigos
Periódicos consultados	Etapa 1	Etapa 2	Etapa 3
1. College Mathematics Journal – CMJ	0	0	0
2. BOLEMA – Mathematics Education Bulletin	2	1	1
3. International Journal for Technology in Mathematics Education – IJTME	0	0	0
4. African Journal of Research in Mathematics, Science and Technology Education – AJRMSTE	6	1	0
5. Educational Studies in Mathematics – ESM	11	2	1
6. Eurasia – Journal of Mathematics Science and Technology Education	35	4	1
7. International Journal of Science and Mathematics Education – IJSME	17	3	2
8. Journal for Research in Mathematics Education – JRME	7	3	2
9. Journal of Mathematics Teacher Education – JMTE	68	12	7
10. Research in Mathematics Education – RME	9	5	3
11. ZDM Mathematics Education – ZDM	86	17	10
12. Mathematics Education Research Journal – MER	12	3	3
13. For the Learning of Mathematics – FLM	0	0	0
14. Canadian Journal of Science, Mathematics and Technology Education – CJSMT	3	0	0
15. Teaching Statistics – TS	0	0	0
16. The Mathematics Enthusiast – TME	20	3	2
TOTAL	276	55	32

UNESP - Universidade Estadual Paulista, Pró-Reitoria de Pesquisa, Programa de Pós-Graduação em Educação Matemática Avenida 24-A, 1515, Caixa Postal 178, 13506-900 Rio Claro - SP Brasil - Rio Claro - SP - Brazil
E-mail: bolema.contato@gmail.com

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[1] E-mail: adriana.richit@uffs.edu.br.

Ensino da Matemática
Sobre os alunos
Identificar as dificuldades matemáticas	*Ponte et al. (2016)PONTE, J. P.; QUARESMA, M.; MATA-PEREIRA, J.; BAPTISTA, M. O estudo de aula como processo de desenvolvimento profissional de professores de matemática. Bolema, Rio Claro, v. 30, n. 56, p. 868-891, 2016., Lewis et al. (2013)LEWIS, J. M.; FISCHMAN, D.; RIGGS, I.; WASSERMAN, K. Teacher Learning in Lesson Study. The Mathematics Enthusiast, Montana, v. 10, n. 3, p. 583-620, 2013., Leavy (2015)LEAVY, A. Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2015., Bruce, Flynn e Bennett (2016)BRUCE, C.; FLYNN, T. C.; BENNETT, S. A focus on exploratory tasks in lesson study: The Canadian ‘Math for Young Children’ project. ZDM Mathematics Education, Berlin, v. 48, p. 541-554, 2016., Wake, Swan e Foster (2015)*WAKE, G.; SWAN, M.; FOSTER, C. Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education, New York, v. 19, p. 243-260, 2015.
Observar, estimular e valorizar o raciocíno e pensamento matemático	*Ponte et al. (2016)PONTE, J. P.; QUARESMA, M.; MATA-PEREIRA, J.; BAPTISTA, M. O estudo de aula como processo de desenvolvimento profissional de professores de matemática. Bolema, Rio Claro, v. 30, n. 56, p. 868-891, 2016., Lewis, Perry e Hurd (2009)LEWIS, C. C.; PERRY, R.; HURD, J. Improving mathematic instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, New York, v.12, p. 285-304, 2009., Widjaja et al. (2017)WIDJAJA, W.; VALE, C.; GROVES, S.; DOIG, B. Teachers’ professional growth through engagement with lesson study. Journal of Mathematics Teacher Education, New York, v. 20, p. 357-383, 2017., Lewis et al. (2013)LEWIS, J. M.; FISCHMAN, D.; RIGGS, I.; WASSERMAN, K. Teacher Learning in Lesson Study. The Mathematics Enthusiast, Montana, v. 10, n. 3, p. 583-620, 2013., Bruce, Flynn e Bennett (2016)BRUCE, C.; FLYNN, T. C.; BENNETT, S. A focus on exploratory tasks in lesson study: The Canadian ‘Math for Young Children’ project. ZDM Mathematics Education, Berlin, v. 48, p. 541-554, 2016., Pang (2016)PANG, J. Improving mathematics instruction and supporting teacher learning in Korea through lesson study using five practices. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016., Vale et al. (2018)VALE, C.; WIDJAJA, W.; DOIG, B.; GROVES, S. Anticipating students’ reasoning and planning prompts in structured problem-solving lessons. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2018., Moss et al. (2015)MOSS, J.; HAWES, Z.; NAQVI, S.; CASWELL, B. Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: a case study. ZDM Mathematics Education, Berlin, v. 47, p. 377-390, 2015.Warwick et al. (2016)WARWICK, P.; VRIKKI, M.; VERMUNT, J. D.; MERCER, N.; HALEM, N. Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016., Inoue (2011)*INOUE, N. Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, New York, v. 14, p. 5-23, 2011.
Antecipar questões, dificuldades, estratégias e soluções dos alunos	Wake, Swan e Foster (2015)WAKE, G.; SWAN, M.; FOSTER, C. Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education, New York, v. 19, p. 243-260, 2015., *Ponte et al. (2016)PONTE, J. P.; QUARESMA, M.; MATA-PEREIRA, J.; BAPTISTA, M. O estudo de aula como processo de desenvolvimento profissional de professores de matemática. Bolema, Rio Claro, v. 30, n. 56, p. 868-891, 2016., Widjaja et al. (2017)WIDJAJA, W.; VALE, C.; GROVES, S.; DOIG, B. Teachers’ professional growth through engagement with lesson study. Journal of Mathematics Teacher Education, New York, v. 20, p. 357-383, 2017., Suh e Seshay (2015)SUH, J.; SESHAIYER, P. Examining teachers’ understanding of the mathematical learning progression through vertical articulation during Lesson Study. Journal of Mathematics Teacher Education, New York, v.18, p. 207-229, 2015., Inoue (2011)INOUE, N. Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, New York, v. 14, p. 5-23, 2011., Leavy (2015)*LEAVY, A. Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2015.
Avaliar a progressão das ideias matemáticas dos alunos	Suh e Seshay (2015)SUH, J.; SESHAIYER, P. Examining teachers’ understanding of the mathematical learning progression through vertical articulation during Lesson Study. Journal of Mathematics Teacher Education, New York, v.18, p. 207-229, 2015., *Vale et al. (2018)*VALE, C.; WIDJAJA, W.; DOIG, B.; GROVES, S. Anticipating students’ reasoning and planning prompts in structured problem-solving lessons. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2018.
Abordagens da Matemática e sala de aula
Recursos e materiais de ensino	Lewis, Perry e Hurd (2009)LEWIS, C. C.; PERRY, R.; HURD, J. Improving mathematic instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, New York, v.12, p. 285-304, 2009., Lewis e Perry (2017)LEWIS, C.; PERRY, R. Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning. Journal for Research in Mathematics Education, Washington, v. 48, n. 3, p. 261-299, 2017., Marsigit (2007)MARSIGIT. Mathematics Teachers’ Professional Development through Lesson Study in Indonesia. Eurasia Journal of Mathematics, Science & Technology Education, Eastbourne, v. 3, n. 2, p. 141-144, 2007., Lim, Kor e Chia (2016)LIM, C. S.; KOR, L. K.; CHIA, H. M. Revitalising mathematics classroom teaching through Lesson Study (LS): A Malaysian case study. ZDM Mathematics Education, Berlin, v. 48, p. 485-499, 2016., Friesen e Francis-Poscente (2014)FRIESEN, S.; FRANCIS-POSCENTE, K. Teaching and learning mathematics with Math Fair, Lesson Study and Classroom Mentorship. The Mathematics Enthusiast, Montana, v.11, n.1, p.61-82, 2014., Deshler (2015)DESHLER, J. M. Using modified lesson study with mathematics post-graduate teaching assistants. Research in Mathematics Education, Londres, v. 17, n. 3, p. 242-243, 2015., Leavy (2015)LEAVY, A. Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2015.
Abordagem investigativa ou exploratória	Inoue (2011)INOUE, N. Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, New York, v. 14, p. 5-23, 2011., Marsigit (2007)MARSIGIT. Mathematics Teachers’ Professional Development through Lesson Study in Indonesia. Eurasia Journal of Mathematics, Science & Technology Education, Eastbourne, v. 3, n. 2, p. 141-144, 2007., *Verhoef et al. (2013)VERHOEF, N.; TALL, D.; COENDERS, F.; VAN SMAALEN, D. The complexities of a Lesson study in a Dutch situation: mathematics teacher learning. International Journal of Science and Mathematics Education, Taiwan, v. 12, p. 859-881, 2013., Huang, Su e Xu (2014)HUANG, R.; SU, H.; XU, S. Developing teachers’ and teaching researchers’ professional competence in mathematics through Chinese Lesson Study. ZDM Mathematics Education, Berlin, v. 46, p. 239-251, 2014., Friesen e Francis-Poscente (2014)*FRIESEN, S.; FRANCIS-POSCENTE, K. Teaching and learning mathematics with Math Fair, Lesson Study and Classroom Mentorship. The Mathematics Enthusiast, Montana, v.11, n.1, p.61-82, 2014., Bruce, Flynne
Bennett (2016), *Vale et al. (2018)*VALE, C.; WIDJAJA, W.; DOIG, B.; GROVES, S. Anticipating students’ reasoning and planning prompts in structured problem-solving lessons. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2018.
Discussão coletiva e comunicação de ideias matemáticas	*Lewis et al. (2013)LEWIS, J. M.; FISCHMAN, D.; RIGGS, I.; WASSERMAN, K. Teacher Learning in Lesson Study. The Mathematics Enthusiast, Montana, v. 10, n. 3, p. 583-620, 2013., Widjaja et al. (2017)WIDJAJA, W.; VALE, C.; GROVES, S.; DOIG, B. Teachers’ professional growth through engagement with lesson study. Journal of Mathematics Teacher Education, New York, v. 20, p. 357-383, 2017., Marsigit (2007)MARSIGIT. Mathematics Teachers’ Professional Development through Lesson Study in Indonesia. Eurasia Journal of Mathematics, Science & Technology Education, Eastbourne, v. 3, n. 2, p. 141-144, 2007., Inoue (2011)INOUE, N. Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, New York, v. 14, p. 5-23, 2011., Suh e Seshay (2015)SUH, J.; SESHAIYER, P. Examining teachers’ understanding of the mathematical learning progression through vertical articulation during Lesson Study. Journal of Mathematics Teacher Education, New York, v.18, p. 207-229, 2015., Lim, Kor e Chia (2016)LIM, C. S.; KOR, L. K.; CHIA, H. M. Revitalising mathematics classroom teaching through Lesson Study (LS): A Malaysian case study. ZDM Mathematics Education, Berlin, v. 48, p. 485-499, 2016., Pang (2016)PANG, J. Improving mathematics instruction and supporting teacher learning in Korea through lesson study using five practices. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016., Vale et al. (2018)VALE, C.; WIDJAJA, W.; DOIG, B.; GROVES, S. Anticipating students’ reasoning and planning prompts in structured problem-solving lessons. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2018., Ponte et al. (2016)PONTE, J. P.; QUARESMA, M.; MATA-PEREIRA, J.; BAPTISTA, M. O estudo de aula como processo de desenvolvimento profissional de professores de matemática. Bolema, Rio Claro, v. 30, n. 56, p. 868-891, 2016., Warwick et al. (2016)*WARWICK, P.; VRIKKI, M.; VERMUNT, J. D.; MERCER, N.; HALEM, N. Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016.
Seleção, elaboração e valorização de tarefas exploratórias	Bruce, Flynn e Bennett (2016)BRUCE, C.; FLYNN, T. C.; BENNETT, S. A focus on exploratory tasks in lesson study: The Canadian ‘Math for Young Children’ project. ZDM Mathematics Education, Berlin, v. 48, p. 541-554, 2016., Wake, Swan e Foster (2015)WAKE, G.; SWAN, M.; FOSTER, C. Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education, New York, v. 19, p. 243-260, 2015., Huang, Su e Xu (2014)HUANG, R.; SU, H.; XU, S. Developing teachers’ and teaching researchers’ professional competence in mathematics through Chinese Lesson Study. ZDM Mathematics Education, Berlin, v. 46, p. 239-251, 2014., Lim, Kor e Chia (2016)LIM, C. S.; KOR, L. K.; CHIA, H. M. Revitalising mathematics classroom teaching through Lesson Study (LS): A Malaysian case study. ZDM Mathematics Education, Berlin, v. 48, p. 485-499, 2016., Pang (2016)PANG, J. Improving mathematics instruction and supporting teacher learning in Korea through lesson study using five practices. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016., Lewis, Perry e Hurd (2009)LEWIS, C. C.; PERRY, R.; HURD, J. Improving mathematic instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, New York, v.12, p. 285-304, 2009., Vale et al. (2018)VALE, C.; WIDJAJA, W.; DOIG, B.; GROVES, S. Anticipating students’ reasoning and planning prompts in structured problem-solving lessons. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2018., *Murata et al. (2012)*MURATA, A.; BOFFERDING, L.; POTHEN, B. E.; TAYLOR, M. W.; WISCHNIA, S. Making Connections Among Student Learning, Content, and Teaching: Teacher Talk Paths in Elementary Mathematics Lesson Study. Journal for Research in Mathematics Education, Washington, v. 43, n. 5, p. 616-650, 2012.
Realizar e valorizar a reflexão sobre o ensino	Deshler (2015)DESHLER, J. M. Using modified lesson study with mathematics post-graduate teaching assistants. Research in Mathematics Education, Londres, v. 17, n. 3, p. 242-243, 2015., *Ponte et al. (2016)PONTE, J. P.; QUARESMA, M.; MATA-PEREIRA, J.; BAPTISTA, M. O estudo de aula como processo de desenvolvimento profissional de professores de matemática. Bolema, Rio Claro, v. 30, n. 56, p. 868-891, 2016., Suh e Seshay (2015)SUH, J.; SESHAIYER, P. Examining teachers’ understanding of the mathematical learning progression through vertical articulation during Lesson Study. Journal of Mathematics Teacher Education, New York, v.18, p. 207-229, 2015., Friesen e Francis-Poscente (2014)*FRIESEN, S.; FRANCIS-POSCENTE, K. Teaching and learning mathematics with Math Fair, Lesson Study and Classroom Mentorship. The Mathematics Enthusiast, Montana, v.11, n.1, p.61-82, 2014.
Teorias e mudanças no ensino	*Murata et al. (2012)MURATA, A.; BOFFERDING, L.; POTHEN, B. E.; TAYLOR, M. W.; WISCHNIA, S. Making Connections Among Student Learning, Content, and Teaching: Teacher Talk Paths in Elementary Mathematics Lesson Study. Journal for Research in Mathematics Education, Washington, v. 43, n. 5, p. 616-650, 2012., Freitas e Zolkower (2011)FREITAS, E.; ZOLKOWER, B. Developing teacher capacity to explore non- routine problems through a focus on the social semiotics of mathematics classroom discourse. Research in Mathematics Education, Londres, v. 13, n. 3, p. 229-247, 2011., Inoue (2011)INOUE, N. Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, New York, v. 14, p. 5-23, 2011., Huang e Shimizy (2016)HUANG, R.; SHIMIZU, Y. Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective. ZDM Mathematics Education, Berlin, v. 48, p. 393-409, 2016., Lim, Kor e Chia (2016)*LIM, C. S.; KOR, L. K.; CHIA, H. M. Revitalising mathematics classroom teaching through Lesson Study (LS): A Malaysian case study. ZDM Mathematics Education, Berlin, v. 48, p. 485-499, 2016.
Matemática
Aprofundamento de tópicos e conceitos	Bruce, Flynn e Bennett (2016)BRUCE, C.; FLYNN, T. C.; BENNETT, S. A focus on exploratory tasks in lesson study: The Canadian ‘Math for Young Children’ project. ZDM Mathematics Education, Berlin, v. 48, p. 541-554, 2016., *Lewis et al. (2013)LEWIS, J. M.; FISCHMAN, D.; RIGGS, I.; WASSERMAN, K. Teacher Learning in Lesson Study. The Mathematics Enthusiast, Montana, v. 10, n. 3, p. 583-620, 2013., Lewis e Perry (2017)LEWIS, C.; PERRY, R. Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning. Journal for Research in Mathematics Education, Washington, v. 48, n. 3, p. 261-299, 2017., Murata et al. (2012)MURATA, A.; BOFFERDING, L.; POTHEN, B. E.; TAYLOR, M. W.; WISCHNIA, S. Making Connections Among Student Learning, Content, and Teaching: Teacher Talk Paths in Elementary Mathematics Lesson Study. Journal for Research in Mathematics Education, Washington, v. 43, n. 5, p. 616-650, 2012., Lewis, Perry e Hurd (2009)LEWIS, C. C.; PERRY, R.; HURD, J. Improving mathematic instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, New York, v.12, p. 285-304, 2009., Inoue (2011)INOUE, N. Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, New York, v. 14, p. 5-23, 2011., Suh e Seshay (2015)SUH, J.; SESHAIYER, P. Examining teachers’ understanding of the mathematical learning progression through vertical articulation during Lesson Study. Journal of Mathematics Teacher Education, New York, v.18, p. 207-229, 2015., Wake, Swan e Foster (2015)WAKE, G.; SWAN, M.; FOSTER, C. Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education, New York, v. 19, p. 243-260, 2015., Deshler (2015)DESHLER, J. M. Using modified lesson study with mathematics post-graduate teaching assistants. Research in Mathematics Education, Londres, v. 17, n. 3, p. 242-243, 2015., Leavy (2015)LEAVY, A. Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2015., Vale et al. (2018)VALE, C.; WIDJAJA, W.; DOIG, B.; GROVES, S. Anticipating students’ reasoning and planning prompts in structured problem-solving lessons. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2018., Moss et al. (2015)*MOSS, J.; HAWES, Z.; NAQVI, S.; CASWELL, B. Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: a case study. ZDM Mathematics Education, Berlin, v. 47, p. 377-390, 2015.Freitas e Zolkower (2011)FREITAS, E.; ZOLKOWER, B. Developing teacher capacity to explore non- routine problems through a focus on the social semiotics of mathematics classroom discourse. Research in Mathematics Education, Londres, v. 13, n. 3, p. 229-247, 2011.
Cultura Profissional: Colaboração
Partilha	*Ponte et al. (2016)PONTE, J. P.; QUARESMA, M.; MATA-PEREIRA, J.; BAPTISTA, M. O estudo de aula como processo de desenvolvimento profissional de professores de matemática. Bolema, Rio Claro, v. 30, n. 56, p. 868-891, 2016., Marsigit (2007)MARSIGIT. Mathematics Teachers’ Professional Development through Lesson Study in Indonesia. Eurasia Journal of Mathematics, Science & Technology Education, Eastbourne, v. 3, n. 2, p. 141-144, 2007., Inoue (2011)INOUE, N. Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, New York, v. 14, p. 5-23, 2011., Warwick et al. (2016)WARWICK, P.; VRIKKI, M.; VERMUNT, J. D.; MERCER, N.; HALEM, N. Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016., Lewis, Perry e Hurd (2009)*LEWIS, C. C.; PERRY, R.; HURD, J. Improving mathematic instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, New York, v.12, p. 285-304, 2009.
Diálogo e negociação de ideias e decisões	*Ponte et al. (2016)PONTE, J. P.; QUARESMA, M.; MATA-PEREIRA, J.; BAPTISTA, M. O estudo de aula como processo de desenvolvimento profissional de professores de matemática. Bolema, Rio Claro, v. 30, n. 56, p. 868-891, 2016., Marsigit (2007)MARSIGIT. Mathematics Teachers’ Professional Development through Lesson Study in Indonesia. Eurasia Journal of Mathematics, Science & Technology Education, Eastbourne, v. 3, n. 2, p. 141-144, 2007., Warwick et al. (2016)*WARWICK, P.; VRIKKI, M.; VERMUNT, J. D.; MERCER, N.; HALEM, N. Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016.
Planejamento colaborativo	Robinson e Leikin (2012)ROBINSON, N.; LEIKIN, R. One teacher, two lessons: the lesson study process. International Journal of Science and Mathematics Education, Taiwan, v. 10, p. 139-161, 2012., *Verhoef et al. (2013)VERHOEF, N.; TALL, D.; COENDERS, F.; VAN SMAALEN, D. The complexities of a Lesson study in a Dutch situation: mathematics teacher learning. International Journal of Science and Mathematics Education, Taiwan, v. 12, p. 859-881, 2013., Lewis, Perry e Hurd (2009)LEWIS, C. C.; PERRY, R.; HURD, J. Improving mathematic instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, New York, v.12, p. 285-304, 2009., Widjaja et al. (2017)WIDJAJA, W.; VALE, C.; GROVES, S.; DOIG, B. Teachers’ professional growth through engagement with lesson study. Journal of Mathematics Teacher Education, New York, v. 20, p. 357-383, 2017., Lim, Kor e Chia (2016)LIM, C. S.; KOR, L. K.; CHIA, H. M. Revitalising mathematics classroom teaching through Lesson Study (LS): A Malaysian case study. ZDM Mathematics Education, Berlin, v. 48, p. 485-499, 2016., Wake, Swan e Foster (2015)WAKE, G.; SWAN, M.; FOSTER, C. Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education, New York, v. 19, p. 243-260, 2015., Deshler (2015)*DESHLER, J. M. Using modified lesson study with mathematics post-graduate teaching assistants. Research in Mathematics Education, Londres, v. 17, n. 3, p. 242-243, 2015.
Observação e investigação colaborativa	Robinson e Leikin (2012)ROBINSON, N.; LEIKIN, R. One teacher, two lessons: the lesson study process. International Journal of Science and Mathematics Education, Taiwan, v. 10, p. 139-161, 2012.
Apoio e enfrentamento de riscos	Huang, Su e Xu (2014)HUANG, R.; SU, H.; XU, S. Developing teachers’ and teaching researchers’ professional competence in mathematics through Chinese Lesson Study. ZDM Mathematics Education, Berlin, v. 46, p. 239-251, 2014., *Warwick et al. (2016)*WARWICK, P.; VRIKKI, M.; VERMUNT, J. D.; MERCER, N.; HALEM, N. Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016.

Periódico	Autor(es)/Ano	Título
RME	Deshler, 2015DESHLER, J. M. Using modified lesson study with mathematics post-graduate teaching assistants. Research in Mathematics Education, Londres, v. 17, n. 3, p. 242-243, 2015.	Using modified lesson study with mathematics post-graduate teaching assistants
	Freitas e Zolkower, 2011FREITAS, E.; ZOLKOWER, B. Developing teacher capacity to explore non- routine problems through a focus on the social semiotics of mathematics classroom discourse. Research in Mathematics Education, Londres, v. 13, n. 3, p. 229-247, 2011.	Developing teacher capacity to explore non- routine problems through a focus on the social semiotics of mathematics classroom discourse
	Zazkis e Zazkis, 2013ZAZKIS, R.; ZAZKIS, D. Mathematical thinking: how to develop it in the classroom. Research in Mathematics Education, Londres, v. 5, n. 1, p. 89-95, 2013.	Mathematical thinking: how to develop it in the classroom
JMTE	Hiebert, Morris and Glass, 2003HIEBERT, J.; MORRIS, K.; GLASS, B. Learning to learn to teach: an “experiment” model for teaching and teacher preparation in mathematics. Journal of Mathematics Teacher Education, New York, v. 6, p. 201-222, 2003.	Learning to learn to teach: an “experiment” model for teaching and teacher preparation in mathematics
	Inoue, 2011INOUE, N. Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study. Journal of Mathematics Teacher Education, New York, v. 14, p. 5-23, 2011.	Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons through lesson study
	Suh e Seshaiyer, 2015SUH, J.; SESHAIYER, P. Examining teachers’ understanding of the mathematical learning progression through vertical articulation during Lesson Study. Journal of Mathematics Teacher Education, New York, v.18, p. 207-229, 2015.	Examining teachers’ understanding of the mathematical learning progression through vertical articulation during Lesson Study
	Lewis, Perry e Hurd, 2009LEWIS, C. C.; PERRY, R.; HURD, J. Improving mathematic instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, New York, v.12, p. 285-304, 2009.	Improving mathematics instruction through lesson study: a theoretical model and North American case
	Miyakawa e Winsløw, 2017MIYAKAWA, T.; WINSLØW, C. Paradidactic infrastructure for sharing and documenting mathematics teacher knowledge: a case study of “practice research” in Japan. Journal of Mathematics Teacher Education, New York, v. 14, p. 01-23, 2017.	Paradidactic infrastructure for sharing and documenting mathematics teacher knowledge: a case study of “practice research” in Japan
	Widjaja, Vale, Groves e Doig, 2017WIDJAJA, W.; VALE, C.; GROVES, S.; DOIG, B. Teachers’ professional growth through engagement with lesson study. Journal of Mathematics Teacher Education, New York, v. 20, p. 357-383, 2017..	Teachers’ professional growth through engagement with lesson study
	Wake, Swan e Foster, 2015WAKE, G.; SWAN, M.; FOSTER, C. Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education, New York, v. 19, p. 243-260, 2015.	Professional learning through the collaborative design of problem-solving lessons
Eurasia	Marsigit, 2007MARSIGIT. Mathematics Teachers’ Professional Development through Lesson Study in Indonesia. Eurasia Journal of Mathematics, Science & Technology Education, Eastbourne, v. 3, n. 2, p. 141-144, 2007.	Mathematics Teachers’ Professional Development through Lesson Study in Indonesia
Bolema	Ponte, et al. 2016PONTE, J. P.; QUARESMA, M.; MATA-PEREIRA, J.; BAPTISTA, M. O estudo de aula como processo de desenvolvimento profissional de professores de matemática. Bolema, Rio Claro, v. 30, n. 56, p. 868-891, 2016.	Lesson study as a professional development process of Mathematics teachers
IJSME	Robinson e Leikin, 2012ROBINSON, N.; LEIKIN, R. One teacher, two lessons: the lesson study process. International Journal of Science and Mathematics Education, Taiwan, v. 10, p. 139-161, 2012.	One teacher, two lessons: the lesson study process
IJSME	Verhoef, Tall, Coenders e Smaalen, 2013VERHOEF, N.; TALL, D.; COENDERS, F.; VAN SMAALEN, D. The complexities of a Lesson study in a Dutch situation: mathematics teacher learning. International Journal of Science and Mathematics Education, Taiwan, v. 12, p. 859-881, 2013.	The complexities of a lesson study in a Dutch situation: mathematics teacher learning
TME	Friesen e Francis-Poscente, 2014FRIESEN, S.; FRANCIS-POSCENTE, K. Teaching and learning mathematics with Math Fair, Lesson Study and Classroom Mentorship. The Mathematics Enthusiast, Montana, v.11, n.1, p.61-82, 2014.	Teaching and learning mathematics with Math Fair, Lesson Study and Classroom Mentorship
TME	Lewis, Fischman, Riggs e Wasserman, 2013LEWIS, J. M.; FISCHMAN, D.; RIGGS, I.; WASSERMAN, K. Teacher Learning in Lesson Study. The Mathematics Enthusiast, Montana, v. 10, n. 3, p. 583-620, 2013.	Teacher learning in Lesson study
ESM	Miyakawa e Winsløw, 2009MIYAKAWA, T.; WINSLØW, C. Didactical designs for students’ proportional reasoning: an “open approach” lesson and a “fundamental situation. Educational Studies in Mathematics, Dordrecht, v. 72, p.199-218, 2009.	Didactical designs for students’ proportional reasoning: an “open approach” lesson and a “fundamental situation
ZDM	Bruce, Flynn e Bennett, 2016BRUCE, C.; FLYNN, T. C.; BENNETT, S. A focus on exploratory tasks in lesson study: The Canadian ‘Math for Young Children’ project. ZDM Mathematics Education, Berlin, v. 48, p. 541-554, 2016.	A focus on exploratory tasks in lesson study: The Canadian ‘Math for Young Children’ project
	Groves, Doig, Vale e Widjaja, 2016GROVES, S.; DOIG, B.; VALE, C.; WIDJAJA, W. Critical factors in the adaptation and implementation of Japanese Lesson Study in the Australian context. ZDM Mathematics Education, Berlin, v. 48, p. 501-512, 2016.	Critical factors in the adaptation and implementation of Japanese Lesson study in the Australian context
	Huang e Shimizu, 2016HUANG, R.; SHIMIZU, Y. Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective. ZDM Mathematics Education, Berlin, v. 48, p. 393-409, 2016.	Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective
	Huang, Su e Xu, 2014HUANG, R.; SU, H.; XU, S. Developing teachers’ and teaching researchers’ professional competence in mathematics through Chinese Lesson Study. ZDM Mathematics Education, Berlin, v. 46, p. 239-251, 2014.	Developing teachers’ and teaching researchers’ professional competence in mathematics through Chinese Lesson Study
	Lim, Kor e Chia, 2016LIM, C. S.; KOR, L. K.; CHIA, H. M. Revitalising mathematics classroom teaching through Lesson Study (LS): A Malaysian case study. ZDM Mathematics Education, Berlin, v. 48, p. 485-499, 2016.	Revitalising mathematics classroom teaching through Lesson Study (LS): a Malaysian case study
	Moss, Hawes, Naqvi e Caswell, 2015MOSS, J.; HAWES, Z.; NAQVI, S.; CASWELL, B. Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: a case study. ZDM Mathematics Education, Berlin, v. 47, p. 377-390, 2015.	Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: a case study
	Pang, 2016PANG, J. Improving mathematics instruction and supporting teacher learning in Korea through lesson study using five practices. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016.	Improving mathematics instruction and supporting teacher learning in Korea through lesson study using five practices
	Shimizu, 2009SHIMIZU, Y. Characterizing exemplary mathematics instruction in Japanese classrooms from the learner's perspective. ZDM Mathematics Education, Berlin, v. 41, p.311-318, 2009.	Characterizing exemplary mathematics instruction in Japanese classrooms from the learner's perspective
	Lewis, 2016LEWIS, C. How does lesson study improve mathematics instruction? ZDM Mathematics Education, Berlin, n. 48, p. 571-580, 2016.	How does lesson study improve mathematics instruction?
	Warwick, Vrikki, Vermunt, Mercer e Halem, 2016WARWICK, P.; VRIKKI, M.; VERMUNT, J. D.; MERCER, N.; HALEM, N. Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics. ZDM Mathematics Education, Berlin, v. 48, p. 555-569, 2016.	Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics
JRME	Lewis e Perry, 2017LEWIS, C.; PERRY, R. Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning. Journal for Research in Mathematics Education, Washington, v. 48, n. 3, p. 261-299, 2017.	Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning
JRME	Murata, Bofferding, Pothen, Taylor e Wischnia, 2012MURATA, A.; BOFFERDING, L.; POTHEN, B. E.; TAYLOR, M. W.; WISCHNIA, S. Making Connections Among Student Learning, Content, and Teaching: Teacher Talk Paths in Elementary Mathematics Lesson Study. Journal for Research in Mathematics Education, Washington, v. 43, n. 5, p. 616-650, 2012.	Making connections among student learning, content, and teaching: Teacher talk paths in Elementary Mathematics Lesson Study
MERJ	Leavy, 2015LEAVY, A. Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2015.	Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom
	Vale, Widjaja, Doig e Groves, 2018VALE, C.; WIDJAJA, W.; DOIG, B.; GROVES, S. Anticipating students’ reasoning and planning prompts in structured problem-solving lessons. Mathematics Education Research Journal, Londres, v. 27, p. 283-309, 2018.	Anticipating students’ reasoning and planning prompts in structured problem-solving lessons
	Choy, 2016CHOY, B.H. Snapshots of mathematics teacher noticing during task design. Mathematics Education Research Journal. v. 28, p. 421-440, 2016.	Snapshots of mathematics teacher noticing during task design