A Pesquisa de Aula (Lesson Study) no desenvolvimento profissional do professor e no ensino e aprendizagem de frações em classes de sexto ano

• Ano de defesa: 2025
• Autor(a) principal: Pereira, Adriana Regina
• Orientador(a): Baldin, Yuriko Yamamoto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Mestrado Profissional em Matemática em Rede Nacional - PROFMAT
• Palavras-chave em Português: Pesquisa de aula; Ensino de frações; PROFMAT
• Palavras-chave em Inglês: Lesson study; Teaching fractions
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: https://hdl.handle.net/20.500.14289/22014

This study presents the results of a “Pesquisa de Aula” process, following the principles of the Lesson Study approach, conducted in a public school in a peripheral area of the São Carlos region in 2023. The results of this research form part of the requirements for the professional master’s degree in the National Network Professional Master’s Program in Mathematics Education (PROFMAT). The Pesquisa de Aula was conducted on the theme of "Fractions and Their Representations" and involved three research collaborators, each with specific roles within the process. This study’s author took on the classroom teacher role, becoming a researcher during the development of the Lesson Study cycle in collaboration with other group members, taking charge of applying the Research Lessons to four sixth-grade classes under her responsibility. The theoretical framework underpinning this research is the Pedagogical Content Knowledge, as defined by Shulman, aimed at the professional development of teachers and promoted through the Pesquisa de Aula process as part of continuing education. This study describes, from the classroom teacher’s perspective, all the phases of a Lesson Study cycle in an introductory lesson on the theme "Fractions and Their Representations." The study’s objective was to construct the concept of fractional numbers starting from their nomenclature, developed by manipulating concrete materials. Additionally, a didactic sequence constructed upon the introductory lesson is described. The most significant result of this work is the author’s understanding of student learning assessment and the deepening of her pedagogical content knowledge on the topic "Fractions and Their Representations" as a result of the collective process of analyzing learning evidence, class planning based on the principles of Lesson Study, and the documentation of the Lesson Research process.