DUAS CONTRIBUIÇÕES DA LESSON STUDY JAPONESA PARA A FORMAÇÃO DE PROFESSORES DE MATEMÁTICA: A TERMINOLOGIA EFICAZ PARA PLANEJAMENTO DE AULAS E COMO FORÇA PROMOTORA DE GRUPOS DE ESTUDO SUSTENTÁVEIS: TWO CONTRIBUTIONS OF JAPANESE LESSON STUDY FOR THE MATHEMATICS TEACHER EDUCATION: THE EFFECTIVE TERMINOLOGY FOR DESIGNING LESSONS AND AS A DRIVING FORCE TO PROMOTE SUSTAINABLE STUDY GROUPS

Masami  Isoda; Raimundo  Olfos; Soledad  Estrella; Yuriko Yamamoto  Baldin

doi:10.37001/EMR-RS.v.2.n.23.2022.p.98-112

Autores

Masami Isoda isoda@criced.tsukuba.ac.jp
Faculty of Human Sciences and Center for Research on International Cooperation in Educational Development- CRICED, University of Tsukuba https://orcid.org/0000-0002-0017-3935
Raimundo Olfos raimundo.olfos@pucv.cl
Pontificia Universidad Católica de Valparaíso- PUCV https://orcid.org/0000-0002-9886-4282
Soledad Estrella soledad.estrella@pucv.cl
Pontificia Universidad Católica de Valparaíso - PUCV https://orcid.org/0000-0002-4567-2914
Yuriko Yamamoto Baldin yuriko@ufscar.br
Universidade Federal de São Carlos- UFSCar https://orcid.org/0000-0001-7473-5657

10.37001/EMR-RS.v.2.n.23.2022.p.98-112

Resumo

Após evoluir por 150 anos, a Lesson Study Japonesa está trazendo contribuições para a educação matemática dos tempos contemporâneos. Duas delas são apresentadas neste artigo: a formação de professores para entender o planejamento eficaz das aulas, alinhadas a um currículo escolar, e o significado de um grupo de estudo sustentável para implementar a Lesson Study fora do Japão. A investigação considerou os princípios da Lesson Study em que o estabelecimento de uma terminologia comum para o planejamento da aula de matemática é considerado essencial para sustentar a implementação de Grupos de Estudos. O artigo apresenta um esquema de desenho curricular na perspectiva de desenvolvimento do pensamento matemático, com exemplo da terminologia para a multiplicação no ensino básico e um percurso organizacional na criação de um Grupo de Estudos sustentável em Lesson Study no Chile. O artigo apresenta reflexões sobre as possibilidades de trabalhar Lesson Study fora do Japão.

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Biografia do Autor

Masami Isoda , Faculty of Human Sciences and Center for Research on International Cooperation in Educational Development- CRICED, University of Tsukuba

Ph.D. in Mathematics Education. Professor at Faculty of Human Sciences and Director of CRICED, U. Tsukuba, Japan. He was Project Overseer on the APEC Lesson Study Project (2006-2018) having extended it beyond the APEC. He edited curriculum standards for mathematics in the ASEAN region under SEAMEO and Papua New Guinea, and several countries' textbooks. He received an honorary Ph.D. from KKU, Thailand, honorary Prof. from USIL, Peru for his contribution
Raimundo Olfos, Pontificia Universidad Católica de Valparaíso- PUCV

Associate professor in mathematics education at PUCV. Research in Curriculum, didactic and evaluation. Teacher training for teaching mathematics, in postgraduate and undergraduate programs of PUCV.
Soledad Estrella, Pontificia Universidad Católica de Valparaíso - PUCV

Ph.D. in Mathematics Education; she is professor at the Institute of Mathematics of PUCV-Chile, where she leads the Research Group of Early Statistics. Her research focuses on the practice of mathematics instruction, and on the improvement of teacher training and development through Lesson Study. She is currently Vice President of the Chilean Society of Mathematics Education, a member of the International Council of the Mathematics Education Network of Central America and the Caribbean
Yuriko Yamamoto Baldin, Universidade Federal de São Carlos- UFSCar

Ph.D. in Mathematics from UNICAMP, post-doctorate in the USA, scientific visits in Japan. She was a representative of Brazil to ICMI-IMU, a member of the Executive Committee of ICMI-IMU (2013-2020) and coordinated international projects. She is Senior Professor at UFSCar. Research in Mathematics Teacher Education at the Graduate Program in Mathematics Teaching (PPGECE-UFSCar), in the lines of Problem Solving, Lesson- Study, integrated teaching