Mathematics teachers' professional development through collaborative and investigative dialogues between the university and the school

• Grant number: 22/06692-0
• Support Opportunities: Improvement in Public Education Program
• Start date: July 01, 2023
• End date: June 30, 2025
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Agreement: Secretaria de Educação do Estado de São Paulo
• Principal Investigator: Ana Leticia Losano
• Grantee: Ana Leticia Losano
• Host Institution: Pró-Reitoria de Pós-Graduação, Pesquisa, Extensão e Inovação. Universidade de Sorocaba (UNISO). Sorocaba , SP, Brazil
• Associated researchers: Alex Henrique Alves Honorato ; Antonio Roberto Barbutti ; Camila Caldini Coutinho ; Carolina Zenero de Souza ; Joana D'Arc de Almeida ; Juliana de Oliveira Hessel Vianna ; Maria Aparecida de Jesus Salgado ; Marília Franceschinelli de Souza ; Moisés Josué Bezerra ; Paula Odani ; Rosa Guimarães ; Sandra Menezes de Carvalho Abreu ; Talita Antonia da Silva Pinto ; Vinícius da Costa Garcia
• Associated scholarship(s): 24/16412-0 - COMMUNICATIVE INTERACTIONS BETWEEN TEACHER EDUCATORS AND MATHEMATICS TEACHERS IN LESSON STUDY ENVIRONMENTS: CONTRIBUTIONS TO PROFESSIONAL LEARNING, BP.DR; 24/09686-7 - Mathematics teaching practices at Early Childhood education., BP.EP; 23/18059-3 - Developing research skills and participating in collaborative teacher-education inititaives based on dialogs between the school and the university, BP.TT; + associated scholarships 23/07520-1 - Mathematics teachers' professional development through collaborative and investigative dialogues between the university and the school: a study about mathematics teaching practices at high school, BP.EP; 23/07521-8 - Mathematics teachers' professional development through collaborative and investigative dialogues between the university and the school: a study about mathematics teaching practices at high school, BP.EP; 23/07527-6 - Mathematics teachers' professional development through collaborative and investigative dialogues between the university and the school: a study about mathematics teaching practices at the final years of primary school, BP.EP; 23/07532-0 - Mathematics teachers' professional development through collaborative and investigative dialogues between the university and the school - A study about mathematics teaching practices at the final years of primary school, BP.EP; 23/07537-1 - Mathematics teachers' professional development through collaborative and investigative dialogues between the university and the school: a study about mathematics teaching practices at childhood education, BP.EP; 23/07694-0 - Professional development of mathematics teachers through collaborative and investigative dialogs between the university and the school: a study of teaching practices at the first years of primary education, BP.EP; 23/07534-2 - Mathematics teachers' professional development through collaborative and investigative dialogues between the university and the school: a study about mathematics teaching practices at high school, BP.EP - associated scholarships

Abstract

This Project intends at addressing some of the challenges faced by mathematics teachers who work at public schools in the São Paulo state in the current scenario - marked by the return of face-to-face teaching and by the implementation of a curriculum reform - through collaborative and investigative dialogues between the university and the school. The project will be developed in the context of the Saturday Group, a collaborative group that gathers schoolteachers and university academics. The members of the group will participate in a methodology based on the process internationally known as Lesson Study (LS). The educational goal of the project is to create classroom tasks and to develop, problematize, and analyze classroom activities, seeking the teachers' professional development (PD) and improving the processes of teaching and learning mathematics at the school. The research goal is to understand the process of PD, focusing on teachers' learning and the development of knowledge-of-practice, teachers' professional identity and agency development, and the interaction among LS, regular classroom practice, and the school culture. Considering the Brazilian context and the previous experiences of the group, we adapted the LS methodology that will be developed in four stages, each one involving activities inside the group and the schools: (1) Definition of a problematic issue and set up of the study groups; (2) Study, problematizing, and planning; (3) Lecturing and observation; (4) Reflecting and systematizing. The expected results are to contribute to the PD and to the processes of learning mathematics at public schools and to write articles, scientific communications, and a book. Some of these productions will be oriented that teachers' practices, while others will be focused on academic studies. (AU)