The role of class study in initial teacher education in mathematics

Abstract

Class study has established itself as a powerful tool for the development of professional teacher education, not only in Japan but throughout the world, allowing each country to adapt it to their contexts and needs. This article examines the influence of classroom study on trainee mathematics teachers during their professional practices. An exploratory study with a qualitative approach was carried out, in which, through field observations and interviews, the experience of two fifth year students of the Mathematics career of the Area of Education, Arts and Humanities of the UNAN-Managua, in the first semester of 2023, is synthesized. At the end of the class study cycle, it was evident that this process generated opportunities for the participants to actively collaborate in the preparation and analysis of the classes, thus strengthening teamwork and promoting a change of mentality oriented to the development of mathematical thinking in high school students. Although it was their first experience, the classroom study demonstrated its great potential to foster knowledge, teaching-learning resources and collaboration during professional practices, highlighting the need to generate similar opportunities in initial teacher education.