O modelo da metaorquestração instrumental associado à metodologia lesson study e suas implicações no processo de aprendizagem da docência para o ensino da matemática

Abstract

This study aimed to investigate the implications of the Instrumental Metaorchestration (MOI) model associated with the Lesson Study methodology, in the learning process of specialized knowledge for teaching mathematics, in the context of initial training of Mathematics teachers of the Mathematics Degree Course at the University Federal do Amazonas. The study has a qualitative approach, in terms of objectives, it is both a descriptive and exploratory research, and in terms of technical procedures, it is action research. Furthermore, the study was based on the principles of reflective inquiry. The theoretical framework comprises the Theory of Instrumental Orchestration, Instrumental Approach to Didactics, Online Instrumental Orchestration, Online Instrumental Metaorchestration, Lesson Study, Specialized knowledge for teaching Mathematics and Technological and Pedagogical Content Knowledge. The study participants were undergraduates in Mathematics at the Federal University of Amazonas. Data were collected from observation, forms and filming and were analyzed using the Triangulation method and in the light of the categories of specialized knowledge of Mathematics teachers (MTSK) and Technological and Pedagogical Content Knowledge (TPACK) dialogued with the theorists who structure the theoretical framework of this study. The results showed that the theoretical methodological model of Instrumental Metaorchestration associated with the Lesson Study methodology, implies significantly for the mobilization and development of specialized knowledge in teaching mathematics teaching.