Exploring new strategies for mathematics teacher training: an expanded approach to Lesson Study for professional development in the Andorran school

Authors

  • Luis J. Rodríguez Muñiz Universidad de Oviedo http://orcid.org/0000-0001-8702-8361
  • Álvaro Aguilar-González Universidad de Oviedo
  • Marlén Alonso-Castaño Universidad de Oviedo
  • Itziar García-Honrado Universidad de Oviedo
  • Esther Lorenzo-Fernández Universidad de Oviedo
  • Laura Muñiz-Rodríguez Universidad de Oviedo

DOI:

https://doi.org/10.47553/rifop.v98i37.2.99131

Abstract

This paper presents an experience of accompaniment for the professional development of primary school teachers in the subject of mathematics in grades 5 and 6 (10-12 years old) in an Andorran school. First, the design of the experience is presented, based on an adaptation of the lesson study methodology to the size of the group of teachers. Then, the implementation of the designed methodology during the academic year 2021-2022 is documented. Finally, the findings are discussed both in terms of teacher professional development and opportunities for research on continuing training and on the development of a mathematics competency curriculum

Author Biography

Luis J. Rodríguez Muñiz, Universidad de Oviedo

Full Professor in Mathematics Education

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Published

2023-07-19

How to Cite

Rodríguez Muñiz, L. J., Aguilar-González, Álvaro, Alonso-Castaño, M., García-Honrado, I., Lorenzo-Fernández, E., & Muñiz-Rodríguez, L. (2023). Exploring new strategies for mathematics teacher training: an expanded approach to Lesson Study for professional development in the Andorran school. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 98(37.2). https://doi.org/10.47553/rifop.v98i37.2.99131

Issue

Vol. 98 No. 37.2 (2023): Didáctica de la Matemática en la formación de maestros

Section

Monográfico

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