Estudo de Aula e Resolução de Problemas na Formação de Professores do 5º Ano: Desafios e Experiências no Contexto da Covid-19

Many studies have sought to support teachers in promoting more effective mathematics learning. In this context, a continuing education program was offered to 5th-grade teachers, using Lesson Study as the formative methodology and the Teaching-Learning-Assessment Methodology of Mathematics through Problem Solving as the instructional approach. The central research question was: “What professional knowledge do teachers mobilize during a continuing education program based on Lesson Study and focused on teaching Mathematics through Problem Solving?” The main objective was to contribute to the professional development of teachers, especially in the early years of schooling. Data analysis was based on the concept of Mathematics Teacher’s Specialized Knowledge (MTSK), which refers to the professional knowledge of mathematics teachers. The results indicated that, throughout the Lesson Study cycle supported by Problem Solving, both Mathematical Knowledge (MK) and Pedagogical Content Knowledge (PCK) were mobilized.