The Challenges of the Exploratory Approach in Mathematics Teaching: preservice teachers’ learning through lesson study

Abstract

This article is based on a lesson study carried out at a 7th grade with two mathematics’ preservice teachers. It aims to understand the preservice teachers’ learning about the exploratory approach, in particular regarding preparation, teaching, and reflection on the class moments, during the lesson study. The research follows a qualitative and interpretative approach and data collection includes notes from participant observation, audio record transcripts of sessions as well as individual interviews (initial and final) with the preservice teachers, and the all the documents created and analyzed in the sessions. The results show that, despite initial difficulties in preparing an exploratory lesson, the lesson study discussions and sharing of ideas allowed the preservice teachers to understand what this kind of approach involves. The most significant learning was in preparing the lesson moments, especially anticipating students’ difficulties and preparing teacher's interventions, and also the understanding of the importance of whole-class discussions in a mathematics lesson.

Keyword:
Exploratory Approach; Initial Teacher Education; Lesson Study; Mathematics Teaching