Experiências de Lesson Study no Ensino da Matemática em Diversos Contextos: um estado da arte

Lesson Study (LS) is a formative process that originated in Japan and is structured around the planning, implementation, and reflection of lessons with the goal of improving students’ teaching and learning. In recent decades, it has been adopted in other countries, including Brazil. This article presents a state-of-the-art review of publications on LS in the field of Mathematics teacher education, focusing on experiences of using and adapting this formative process to different contexts. Works published in the ScIELO database, two thematic dossiers, and the CAPES Thesis and Dissertation Database were considered. The analysis of the state of the art allowed the systematization into three emerging categories: contexts of use, adaptations in the LS cycle, and challenges encountered. The results highlight the importance of modifying LS to make it feasible in distinct contexts and cultures, without losing its essential characteristics.