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Maitree Inprasitha, Auijit Pattanajak, Narumol Inprasitha

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Maitree Inprasitha, Auijit Pattanajak, Narumol Inprasitha

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  1. APEC - Tsukuba International Conference VIII: 13-16 Feb. 2014.Innovation of Mathematics Education through Lesson Study-Challenges to Mathematics Education to Emergency Preparedness Education <Learning from Experience, Science of Disasters, and Preparing for the Future (III) focusing on Fire and Volcanic Eruption Maitree Inprasitha, Auijit Pattanajak, Narumol Inprasitha Center for Research in Mathematics Education (CRME), Khon Kaen University.

  2. A Forest Fire A forest fire along road 108 between Mae Sariang and Khun Yuam, in Mae Hong Son province. It was one of the many fires that day. This is done mainly to trigger the growth of the Astraeus odoratus (English: false earthstar; Thai script: เห็ดเผาะ; Thai het pho) fungus which fetches a high price on the Thai market. The fires completely denude the undergrowth and affects the wildlife but most of the trees are not really affected.

  3. Introduction • The world has the crisis which the situation changes dramatically as violence and natural disasters that occurred around in the world. • Disasters that occur in Thailand has many types such as tropical cyclones, earthquake, floods, thunderstorm, land slides, storm beat the shore surges, fires, and droughts.

  4. Introduction (2) • Each time a disaster occurs; the damage is enormous to human, animals, plants and objects. Government and people look for many resources to help for reconstruction and restoration of such damage. • The fire in Thailand has occurred in every years. There are many problems: 1) human are has lit wildfire for stimulating to sproutof many kind fungi or bamboo shoots because it come to be foods for them. 2) natural wildfire are rarely happen because there are less of trees. 3) some people lit the fire carelessly for preparing to plant.

  5. Introduction (3) • The government have many projects to cope with the fire such as Fire Control Station, Forest Protection Unit,National Park, Forest Fire Control Training and Development Center, etc.. • The projects to cope with the wildfire in educational institutes such as schools, universities are not concern. • The problems of fire have been severe and we must look carefully.

  6. Introduction (4) • From the keynote session for the Project Targets, therole of Education in Natural Disasters and Thailand experience of Fire: policies maker point of view. • We learned about how people can prepare and prompt for themselves in disasters.

  7. Issues for concern: • For school students should have activities about fire basic knowledge, how to survival and use tools for stop fire, or first aid for fire injuries. • For university students should have activities about prepare and prompt for themselves in disasters.

  8. Program of Education • Grade 1-3: Meaning, Attribute or Style and Violence of Disaster. • Grade 4-6 : take care of themselves and those close. • Grade 7-9: consider information carefully and self preparing for the immediate situation. • Grade 10-12: help oneself and social conscience andnot be a burden to others.

  9. Focusing on grade 1-6 • Mathematics teaching grade 1-6: wanted - math activities about fire - authentic tasks - authentic phenomenon • Interpolate information of disaster inword problem, problem situation, mathematical task, mathematical activities.

  10. Mathematical Tasks in classroom around the world • A mathematical task has been defined as a set of problems or a single complex problem that focuses students’ attention on a particular mathematical idea (Stein,Grover, & Henningsen, 1996; Yoshinori et. al, 2010: p. 3).

  11. Focusing on The Unit of Lesson • In stage level, students understand information of disaster, they have know-how to manipulate themselves, preparing prevention, analyze information by themselves then evaluate to probable situation and then assist others before and after disaster.

  12. Example 1 A forest fire along road 108 between Mae Sariang and Khun Yuam, in Mae Hong Son province. It was one of the many fires that day. This is done mainly to trigger the growth of the Astraeus odoratus (English: false earthstar; Thai script: เห็ดเผาะ; Thai het pho) fungus which fetches a high price on the Thai market. The fires completely denude the undergrowth and affects the wildlife but most of the trees are not really affected.

  13. Example 2 Wind blows trees along the road in the Phu Hin Rong Kla Park, power pole toppled over and broken. Sparking a grass fire, two sides wide. Fire officials mobilize forces for 1 hour.)

  14. Example 3 • Students from Thongchai Wittaya School in Lampang Province, participated in The Project for Professional Development of Mathematics Teachers through Lesson Study and Open Approach organized by Center for Research in Mathematics Education, Faculty of Education , Khon Kaen University. They used activity that cooperate both students and teachers.

  15. Project of Learning Fire

  16. Project of Learning Fire (2)

  17. Project of Learning Fire (3)

  18. Model for conducted the study • From the model, there is a group of people consist of the teacher who teach in Grade 1 to Grade 3, principal, school coordinator, supervisor, graduate students, mathematics internship students, coach, expert. • Open class, it consist of the group of the people as above and invited students’ parent, the school committees and the office of regional area come to join these activity.

  19. Objectives • 1. To enhance power of team lesson study and open approach teachers for criticizing from experts, principal, supervisor and participatory observer. • 2. To construct mathematics activity base on problem solving using lesson study and open approach. • 3.To create mathematical task and developing the tasks using open approach.

  20. T H A N K YOU For your attention

  21. References Hiebert, J.,& Wearne, D.(1993). Instructional tasks, classroom discourse, and students’ learning in second-grade arithematic, American Educational Research Journal. 30. 393-425.

  22. This research is (partially) supported by the Center of Excellence in Mathematics, the Commission on Higher Education, Thailand Center of Excellence in Mathematics, CHE, Si Ayuttaya Rd., Bangkok 10400, Thailand

  23. APEC - Tsukuba International Conference III: • Innovation of Mathematics Education through Lesson Study -Challenges to Mathematics Education to Emergency Preparedness Education <Learning from Experience, Science of Disasters, and Preparing for the Future(III)focusing on Fire and Volcanic Eruption.Date: February 13 - 16, 2014.Venue: Tokyo, Japan. • Developing the tasks for the mathematical problem solving on the any situation of Fire and Volcanic Eruptionfor each school level.

  24. Next Meeting • Innovation of Mathematics Education through Lesson Study -Challenges to Mathematics Education to Emergency Preparedness Education <Learning from Experience, Science of Disasters, and Preparing for the Future (III) focusing on Fire and Volcanic Eruption. • Faculty of Education Khon Kaen University. • 8-13 September 2014.

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