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Lesson Study is a teacher training process that seeks to improve the quality of teaching and learning through collective and reflective work, which involves defining the objective of the class, studies related to the topic to be taught, detailed lesson planning, conducting of the class by one of the participants and analysis after its completion, which culminates in the improvement of the planning. This process originated in Japan at the end of the 19th century and has been developed in several countries with teachers in service and/or preservice teachers training, undergoing adaptations. In this text we present an overview of the scientific productions related to the Lesson Study developed within the scope of the preservice training of Mathematics teachers, which took place in Brazil until the year 2021. Our intention is to highlight possibilities and challenges for the development of this formative process, as well as their contributions. The surveys analyzed show that the Lesson Study can bring several contributions to the training of future Mathematics teachers, mainly in relation to the articulation between theory and practice and, also, to favor an approximation between university and basic school. [ABSTRACT FROM AUTHOR]

In this text we seek understandings, in terms of the teaching and learning process of Mathematics, about the possible articulations between the History of Mathematics (HM) and Mathematical Modeling (MM) revealed in research in the area. To this end, a systematic literature review was carried out, through which we searched for research in databases and national scientific events that addressed topics related to this objective, which led us to the identification of eight works. Through the procedures of Discursive Textual Analysis, initially, we fragmented and unified the data and, later, classified them into categories. From this analytical process, two categories emerged: I - Articulating HM and MM enables teaching and learning processes that generates understanding of the mathematical topics studied and desirable attitudes for the formation of the student and II - Articulating HM and MM makes it possible to highlight the human aspects, social, scientific, and cultural aspects linked to the development of mathematical models and the relationship between mathematics and other areas of knowledge. Based on the emerging categories, potentialities arising from articulations between HM and MM for the teaching and learning process of Mathematics were evidenced, which justify the reasons why it is relevant to do so. [ABSTRACT FROM AUTHOR]

The aim of this article is to understand how mathematics education acts as an instrument of empowerment or disempowerment of students and teachers, how it connects with empowerment and how empowerment is discussed in the educational sphere. To this end, we carried out an exploratory study based on the mapping of scientific productions developed in different countries in America, Europe, Africa, Asia, and Oceania. A total of 64 works were analyzed, including articles, master's dissertations, and doctoral theses from the National Bank of Theses of the Coordination for the Improvement of Higher Education Personnel (CAPES), from the Scientific Library Electronic Online (SciELO) and from Google Scholar, in the period of 1996 to 2020. These works were categorized according to the target audience or research focus. Based on this organization, we identified the levels of education in which empowerment is more often discussed, which allowed us to foster reflections on the need to conduct research on this topic at less discussed levels. For interpretive analysis, presentation of results and survey of discussions on the topic in the educational field, ten works were selected. The results showed that mathematics education can act as an instrument of empowerment by recognizing that the mathematical doing must address social and political issues through a liberating education and that it can act as an instrument of disempowerment by nullifying or minimizing the creative power of students and teachers, encouraging their naivety at the expense of their criticality and satisfying the interests of dominant groups. [ABSTRACT FROM AUTHOR]

This article presents how production in statistical education has developed in the last five years, with a focus on publications generated in Latin America. A systematic review was used, with the PICo strategy. As sources for locating the articles, the databases used in preliminary searches were the Capes platform (conventional database) and Google Scholar. The publication period chosen was 2014 through 2019. To include the articles, two independent readers read the titles and abstracts, considering the following inclusion criteria for the review. They should: i) Be developed in Latin America, ii) Approach the statistics teaching and iii) Comment on basic education or some aspect of it. When two reviewers disagreed, a third independent reviewer read the articles and decided to include them. A total of 659 articles returned from conventional databases and 43 were included in the review after applying the inclusion criteria. Regarding Google Scholar, 970 articles returned from the search and 220 were included in the review, after applying the inclusion criteria. The results showed Brazil as the largest producer of articles in Latin America, encompassing articles on mathematical modelling used in basic education, prospective teachers' training, the use of digital technologies, problem solving through games and interpretation of statistical measures, concepts such as thinking, literacy, and statistical reasoning in most of them, while topics such as special education and early childhood education and the history of statistics were rarely addressed. [ABSTRACT FROM AUTHOR]