Professional collaboration in a lesson study with university mathematics professors
Adriana Richit 1 2 * , Neila Tonin Agranionih 3 , Tania Teresinha Bruns Zimer 3 , Ranúzy Borges Neves 4
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1 Universidade Federal da Fronteira Sul, Chapecó, BRAZIL2 Universidade de Lisboa, Lisboa, PORTUGAL3 Universidade Federal do Paraná, Curitiba, BRAZIL4 Instituto Federal Catarinense, Blumenau, BRAZIL* Corresponding Author

Abstract

The article analyzes professional collaboration in a lesson study involving university mathematics professors, with the objective of contributing to professional development. The research was guided by the question, What principles promoted professional collaboration among university mathematics professors participating in a lesson study? The research focused on a lesson study involving university professors of mathematics and mathematics education over twelve weekly meetings of two hours each. The empirical material included the researchers’ field notes and the transcripts of the recordings of the lesson study sessions. A qualitative analysis, based on content analysis, revealed that collaboration involved: professional sharing and decision-making. The research shows that by fostering collaboration the lesson study mobilized different principles of teaching professionalism, such as knowledge that is basic to teaching, values and ways of conducting university teaching, a social and moral commitment to teaching, and teaching autonomy, contributing to the professional development of higher education professors.

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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, 2024, Volume 19, Issue 2, Article No: em0772

https://doi.org/10.29333/iejme/14290

Publication date: 01 Apr 2024

Online publication date: 26 Feb 2024

Article Views: 506

Article Downloads: 302

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