Curricular Development of Mathematics in Lesson Study Focused on Division Topic

Abstract

Lesson study, a professional development approach for teachers, favors teacher growth and student learning by promoting curriculum development from a perspective of articulation between theory and practice. From this perspective, this paper aims to identify and understand aspects of the curriculum development of mathematics in the 3rd year of elementary school that are favored in lesson study. The empirical material consists of the transcription of the recorded sessions of lesson study, a record of the observation of the research lesson, the students’ worksheet, and an interview with the teachers at the end of the process, which is analyzed from the perspective of content analysis. Lesson study favored the curricular development of Mathematics in the following aspects: planning, centered on the preparation of the research class, which consisted of planning the students’ learning path; mathematics curricular guidelines, a process that prioritized the study of normative documents, national guidelines and the school’s curriculum, focusing its development on the teaching of Mathematics; mathematics learning of students, in which aspects related to the understanding of the topic of division and ways to perform the division operation in the context of the task were analyzed. Lesson study favors curriculum development based on the study, analysis, understanding, and implementation of the curriculum in the educative process.

Keywords
Curricular development of mathematics; Lesson study; Division; Elementary school; Mathematics teaching and Interdisciplinary