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Atlantic mathematics education research webinars 2023

Research designs in mathematics education

Presentation The Atlantic Webinars on Research in Mathematics Education are an initiative of the three Mathematics Education Research Societies of Portugal, Spain and Brazil:

These webinars aim to create an opportunity for socialisation and debate of the research currently carried out in the three countries on a specific theme, which will be chosen annually, creating an Atlantic bridge for dialogue and sharing.

Each year, a cycle of three webinars on the same topic is held, each hosted by a researcher nominated by each of the societies. The first edition of the problem-solving webinars was held in 2022. In 2023, the webinars will focus on research designs in mathematics education.

The webinars take place online, always on Wednesdays, and last 90 minutes, divided between the presentation by the researcher and the discussion with the participants.

Live streaming on SBEM’s youtube channel

Registration for the webinars is free of charge and can be done via link

Organising Committee Ana Paula Canavarro, António Domingues, Agostinho Homa, Clara Jiménez, Claudia Lisete Groenwald, Edelmira Badillo, Gilberto Januário, Lurdes Serrazina, Neusa Branco, Nuria Climent, Pere Ivars, Rosa Tomás Ferreira


João Pedro da Ponte

Webinar 1

Lesson studies as a process of professional development of mathematics teachers

Researcher: João Pedro da Ponte, Instituto de Educação da Universidade de Lisboa, Portugal
Moderation: Gilberto Januário (by SBEM)

Wednesday, September 27, 2023

Time: 13:30 Brazilian time (Brasilia); 17:30 continental Portugal time; 18:30 Spain time.

Lesson study is a formative process that takes place in a collaborative context and leads teachers to conduct a small investigation into their professional practice. It usually involves four main moments: (i) definition of a relevant learning objective for pupils, where they usually have difficulties, and preparatory study, (ii) planning a lesson, (iii) observation of that lesson, and (iv) post-class reflection and final assessment of the process. In the lesson studies, the main objectives are to deepen participants’ reflection on task design, students’ strategies and difficulties and the conduct of lessons (in the presentation of the task, during students’ autonomous work and in the collective discussion). In this webinar, I present results of lesson studies conducted in Portugal at different levels of education that show how they can provide teachers with a closer look at the nature of the tasks to be proposed in the classroom and the dynamics of the lesson, leading them to value more the reasoning processes of their students and to better recognize their abilities. In addition, I show how lesson studies can make a significant contribution to the development of collaborative work between teachers and their appreciation of reflection.

Berta Barquero

Webinar 2

Didactic engineering as a research methodology and design.

Researcher: Berta Barquero, Universitat de Barcelona, España
Moderation: Hélia Oliveira (by SPIEM)

Wednesday, October 25, 2023

Time: 13:30 Brazilian time (Brasilia); 17:30 continental Portugal time; 18:30 Spain time.

The notion of didactic engineering (DI) arises, from its beginnings with the work of Brousseau (1982), with the theory of didactic situations (TSD), as a research methodology with the objective of allowing the empirical study of didactic phenomena in controlled epistemological and ecological situations. ID is presented as a research methodology to generate and study certain didactic phenomena through the design, implementation and analysis of study processes in conditions as close as possible to school conditions, under the control of the researchers.

In the same line as that initiated by TSD, the anthropological theory of didactics (TAD) integrates the design of tasks within an experimental methodology posed in terms of ID (García et al., 2019). The design, implementation and analysis of new teaching and learning organizations, such as, for example, the Study and Research Paths proposal, are part of this epistemological and institutional problem. Some cases of design and analysis of such teaching proposals will be presented to exemplify the stages, objectives and principles that have been implemented in concrete didactic processes, following the ID stages, to articulate research, design and classroom practice.

Adair Mendes Nacarato

Webinar 3

Mathematical research in a collaborative working group

Researcher: Adair Mendes Nacarato, Universidade São Francisco – USF – Itatiba/SP, Brasil
Moderation: José M. Marbán (pela SEIEM)

Wednesday, November 29, 2023

Time: 14:30 Brazil time (Brasilia); 17:30 mainland Portugal time; 18:30 Spain time.

The presentation will focus on mathematical research carried out by teacher-researchers participating in a collaborative group. It is a group linked to the Stricto Sensu Postgraduate Program in Education, with 21 years of existence. The group brings together teachers who teach mathematics at different levels of education (from early childhood education to higher education). The group adopts Design Research as its work and research methodology, consisting of different cycles: studies of a theme, elaboration of tasks for the classroom, development of the tasks, collection of student records and teachers’ pedagogical narratives, analysis and discussion in the group collective, rewriting of the task when necessary with new developments in the classroom and, finally, the systematization and dissemination of the results. It is a space for training and professional development of the teachers involved.

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