Abstract
We aim to identify what prospective mathematics teachers indicated that they learned regarding mathematics and mathematics teaching as they participated in a lesson study. The theoretical framework is supported by models about teachers’ knowledge and prospective teachers learning processes. The methodology is qualitative and interpretative, with data collected by interviews and documents made by participants. The participants indicated to understand the importance of different representations in mathematics. They also indicated to appreciate the value of the detailed planning of the lesson, the careful selection of tasks, the analysis of possible student strategies and difficulties, and the preparation of classroom communication.
Publisher
Editorial de la Universidad de Granada
Subject
Education,Mathematics (miscellaneous)
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