Pre-service Mathematics Teachers and the Development of Knowledge Related to Classroom Dynamics

Abstract

This article analyzes how Lesson Study can support the development of essential knowledge for teaching mathematics in basic education, with an emphasis on classroom management practices. Originating in Japan, Lesson Study involves collaborative lesson planning, execution, and analysis, allowing teachers to reflect on various elements that make up a mathematics lesson. In Brazil, although the challenges of classroom management are widely recognized, undergraduate mathematics teacher education programs still give little attention to this topic. Research highlights the importance of addressing it more prominently in initial teacher education. The collaborative research developed with two pre-service Mathematics teachers showed that Lesson Study contributes to the construction of knowledge involving the relationship between teacher and students; the organization of students and the arrangement of desks; the established rules and agreements; the use of the board; the use of manipulatives; and the management of class time.