Revisão Sistemática da Literatura: As adequações do Lesson Study para a Formação Inicial de Professores de Matemática

The present Systematic Literature Review (SLR) aims to investigate the adaptations made to the Lesson Study (LS) process in the context of Initial Teacher Education for Mathematics teachers. The analysis of 20 studies revealed that the core phases of LS (planning, implementation/observation, and reflection) remain consistent; however, its implementation varies across different contexts, such as compulsory courses, elective courses, and extension projects. These adaptations highlight the flexibility of LS in addressing the specificities of various teacher education settings. Although the number of studies is limited, the findings suggest that LS is an effective approach for promoting reflective and collaborative training for prospective Mathematics teachers.