Lesson Study as a Process of Professional Development of Mathematics Teachers on the Concept of Volume
Abstract
This article describes, analyzes and discusses the results of a participant observation investigation on the concept of volume and its teaching defended by the scientific community of Mathematics Education, mobilized in teacher training in the light of the Lesson Study. The study was supported by references from Mathematical Education on Lesson Study, teacher training and volume. The data emerged from the logbook, lesson plans, focal interview and audio and image recording. The main results showed that teachers expanded and deepened their knowledge of volume, previously limited to formulas, by establishing relations of this concept with those of area, mass and density, from situations of comparison, measurement and production, in addition to understanding the differences between the concepts of volume and capacity. Collaboration, negotiation and group elaboration of different teaching strategies were inputs for teachers to learn pedagogical knowledge in volume.
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