Thematic dossier: Lesson Study/estudos de aula in Mathematics teaching and teacher education.

Guest Editors: Adriana Richit (UFFS), Dario Fiorentini (Unicamp) e Regina Pina (UnB).

Lesson Study (LS), originated in Japan end of XIX Century, has become a relevant teaching learning and teachers professional development process, focused in the teaching practice in the classroom, based on collaborative reflexions and investigation with other teachers who share the teaching practice experience. This process achieved visibility in the West, around year 2.000, and since then educators and researchers started to develop experiences and researches to explore the possibilities of this approach to improve teacher professional practice and students learning quality. Currently, LS has conquered increased interest and influence in many countries in America, Europe and Africa, and also Asia and South-East Asia. It has had increased relevance in the international context as a promising approach for teachers professional development in different knowledge areas and teaching levels.

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