Percorrer por autor "Quaresma, Marisa"
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- Necessary skills and knowledge and challenges of the mathematics lesson study facilitator: aliterature reviewPublication . Quaresma, Marisa; Martins, Micaela; Gomes, Paula; Rodrigues, Bruna; Ponte, João Pedro daIn lesson studies carried out in Western countries, a key role is played by the facilitator, who organizes and leads the entire process. Despite the contributions regarding this issue provided in the literature, the knowledge about the preparation that facilitators need and the challenges that they face in their activity is still fragmented. Thus, the aim of this communication is to present a systematic literature review on the role of the facilitator in lesson studies in mathematics, identifying and synthesizing the necessary skills and knowledge and the challenges faced by facilitators and suggesting directions for future research.
- Stepping up from an experienced teacher to a lesson study facilitatorPublication . Gomes, Paula; Martins, Micaela; Quaresma, Marisa; Rodrigues, Bruna; Ponte, João Pedro daIn this paper, we aim to understand how an experienced teacher, Vanda, who had already participated in two LS, has an initial experience as a lesson study facilitator. She was challenged to facilitate LS by a more experienced facilitator, who was alongside with her all the LS sessions. The two facilitators worked collaboratively to prepare the LS. Data collection included participant observation, with audio recordings of the preparation and LS sessions, and audio recordings of semistructured interviews before and after the LS and included document collection. The results show how the dimensions of resources, orientations, goals and identity (ROGI framework) interplay in framing Vanda's concerns and practices as a novice facilitator.
- Teachers’ leading mathematical whole-class discussion: productive networks that develop in lesson studyPublication . Faria, Filipa; Ponte, João Pedro da; Rodrigues, Margarida; Quaresma, MarisaThis study aims to understand how the practice of planning and leading whole-class discussions in mathematics may develop in lesson study (LS). To achieve it, we looked at teachers’ final reflections searching for productive networks that illustrate that relationship. This study is qualitative and interpretative. We analyze groups of middle school teachers (grade 5 and grade 6) by using discourse analysis. Data was collected between 2022 and 2023 and excerpts were selected focused on planning, leading and reflecting on whole-class discussions. We identified that teachers’ discourse is linked to three discursive marks: students’ mathematical activity, lesson structure and interventions and LS catalysts. The results show that the first two marks are associated with seven productive networks: sharing challenges, facing challenges, sharing knowledge, accessing students’ mathematical activity, actively listening, working with tasks and, finally, planning the lesson. The third mark is associated with facilitator attitude, group collaboration and the observation/reflection of the research lesson.