Prospective mathematics teachers’ learning through lesson study in Mozambique: Adapting tasks and planning lessons
DOI:
https://doi.org/10.48489/quadrante.41140Keywords:
lesson study, initial teacher education, prospective teachers, planning, taskAbstract
This study aims to know the learning about the elaboration of tasks and planning of lessons undertaken by two prospective secondary school mathematics teachers in Mozambique by carrying out of a lesson study on the theme of Statistics, in a grade 9 secondary school class. The study follows a qualitative and interpretative approach. It involved a team of two prospective teachers, two secondary school teachers, a university lecturer and the researcher in the lesson study. The data was collected by analysing documents, interviewing the prospective teachers after the teacher education process and observing the sessions that involved discussions and reflections. Documents, recordings, interviews and observations of the future teachers in the sessions and during the research lesson were analysed. The results show that future teachers developed a deeper understanding of the elaboration of lesson plans as well as of the issues to be considered in the elaboration of tasks.
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