Preparing, leading, and reflecting about whole-class discussions in a lesson study in initial mathematics teacher education
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Nicole Gaspar Duarte 1 * , João Pedro da Ponte 2 , Filipa Alexandra Baptista Faria 2
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1 Escola Superior de Educação e Ciências Sociais do Instituto Politécnico de Leiria, Leiria, PORTUGAL2 Instituto de Educação da Universidade de Lisboa, Alameda da Universidade, Lisboa, PORTUGAL* Corresponding Author

Abstract

Based on the analysis of a lesson study carried out in an initial mathematics teacher education program, we aim to know how a prospective teacher prepares, leads, and reflects on the whole-class discussion, during her participation in a lesson study based on the framework of a model that we developed for this purpose. We follow a qualitative approach, and the data was collected through observation and recording the sessions and document collection. The data is analyzed using that model that presents the main practices and actions of the teacher in preparing and leading the whole-class discussion. The results show that the prospective teacher managed to promote a productive discussion, inviting the pupils to participate, intervening according to the situation, and analyzing the pupils’ work with a focus on mathematical ideas. This lesson study seems to have contributed to the development of the prospective teacher’s knowledge of how to prepare and lead a whole-class discussion.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 21, Issue 2, May 2026, Article No: em0882

https://doi.org/10.29333/iejme/18557

Publication date: 15 May 2026

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Article Downloads: 6

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