TEACHING MATHEMATICS THROUGH PROBLEM SOLVING AND LESSON STUDY: CONTRIBUTIONS TO TEACHERS’ PROFESSIONAL KNOWLEDGE

Abstract

This paper reports an experience of continuing education for elementary school teachers, integrating the Methodology of Teaching-Learning-Assessment of Mathematics through Problem Solving (MEAAMaRP) with Lesson Study. The qualitative research was guided by the question: “What aspects of teachers’ professional knowledge are mobilized during a continuing education process supported by Lesson Study and focused on teaching Mathematics through Problem Solving?”, under the perspective of the Mathematics Teacher’s Specialized Knowledge (MTSK) framework. The activities involved collaborative problem solving, lesson planning, and reflection on teaching practices. Data analysis, carried out through Discursive Textual Analysis, revealed that the integration of MEAAMaRP and Lesson Study enhances teacher development by fostering critical reflection and the reinterpretation of teaching practices.