Video analysis of math lessons

teaching practices based on investigative processes

Abstract

Video analysis has often been discussed in the context of teacher training as a potential tool for the teacher learning process, mainly because it enables, among other things, the development of reflections that impact their respective professional identities (Van es; Sherin, 2002; 2007; Rodrigues; Cyrino, 2015; Rodrigues, 2019). The aim of this workshop is to enable participants to develop reflections on videos of mathematics lessons from primary and higher education. To do this, we intend to show some videos that record teaching practices based on investigative processes, and analyze them collectively, so that some characteristics are discussed, such as the type of thinking of the students,  the methodological strategy used by the teacher, the mathematical content, among others. These videos are part of a multimedia resource for working with (future) teachers in training, which aims, among other things, to problematize aspects of pedagogical practice based on an alternative teaching perspective. The videos will be presented collectively to the participants. Collective discussions will then be held about their aspects. Finally, the students will organize themselves into groups and record, in writing, the characteristics of the teaching perspective used, as evidenced by the analysis of the videos and the discussions triggered. It is hoped that working with the workshop will enable the development of learning in relation to alternative teaching perspectives in Mathematics Education.