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Contexts for Developing Mathematical Thinking in Mathematics Classroom through Lesson Study

Contexts for Developing Mathematical Thinking in Mathematics Classroom through Lesson Study. Maitree Inprasitha Center for Research in Mathematics Education Khon Kaen University, Thailand. A Sociocultural Perspective for Mathematical Thinking.

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Contexts for Developing Mathematical Thinking in Mathematics Classroom through Lesson Study

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  1. Contexts for Developing Mathematical Thinking in Mathematics Classroom through Lesson Study Maitree Inprasitha Center for Research in Mathematics Education Khon Kaen University, Thailand

  2. A Sociocultural Perspective for Mathematical Thinking However, we can never observe mathematical thinking - we can only observe what we assume to be its products, namely mathematical ideas and processes. We can also observe what conditions and contexts might have been responsible for the products of mathematical thinking, which brings us rather closer to the social context. Bishop (2007)

  3. Today topics • Introduction on the Lab School Project • Contexts for Developing Mathematical Thinking • Results with teachers and students

  4. Introduction to Lab School Project2006 - 2008 • Initiated by Ministry of Education responding to an agenda “Enhance Thinking in Schools” • Collaborated with Regional Universities • Implementing some innovation into school

  5. A National level Context Ministry of Education OBEC+OKMD One university professor Coach School 1 School 2 - a school coordinator - Graduate Students - Teachers - educational supervisors - School Principal - a school coordinator - Graduate Students - Teachers - educational supervisors - School Principal Graduate Program

  6. A Model for Implementing Lesson Study into School Context Participants Preliminary Workshop : 1 day (option) Coach School Coordinators Young Researchers Intensive Workshop : 2-4 days Teachers Educational Supervisors Principals Implementing Lesson Study into School System : 3 yrs Parents Students

  7. Coach, school teachers, school coordinator, and parents shared their understanding on how to implement LS as innovative teaching

  8. School teachers experienced doing open-ended mathematical activities as students do in the classroom Workshop on Open Approach and Lesson Study at Faculty of Education Khon Kaen University, 8-11 May 2006

  9. a university-school level context Plan Coach, School Coordinator, Teachers, Researcher at the faculty of education KKU and school School Co. Teachers, Researcher, Coach Do See lesson evaluation and reflection every period and once a week implementation of the lesson into each schooland observation School Co. Teachers, Researcher, Coach

  10. Process of Lesson Study and Open Approach for Teachers Professional Development Open- ended Problem Situation Social and Cultural Context Study of teaching materials (Plan) Social and Cultural Context Lesson Discussionmeeting (See) Lesson Study (Do) Social and Cultural Context Adapted from: The history of Japan’s Educational Development, 2004

  11. Lesson Study (Plan) Researcher Teachers School Co.

  12. Lesson Study (DO) Teachers School Co. Coach

  13. Lesson Study (See) Coach Principal Teacher of the class School Co.

  14. Students presented their ideas in whole-class discussion Usual class scenario at Kookham Pittayasan School in the first year

  15. In Classroom Context: Students working together Open Forum at Chomchon Ban Chonnabot School in the first year

  16. Results I:What changed with teachers, students after one year passed?

  17. Changed in Teachers’ Beliefs and Values about Teaching Mathematics • Collaboratively constructing lesson plan and reflecting regularly made the teachers more understanding with lesson plan, in turn, affecting ways to collect and follow student’s ideas, and how to organize whole class discussion • Beginning to value their students and their classes, which in turn, making them happier, more being confident with their pedagogical stance

  18. Changed in Teachers’ Beliefs and Values about Teaching Mathematics • Created new culture in working together in school • Created in-school supervision • Created networking between teachers and supervisors which support constructive critiques

  19. Changed in Teachers’ Beliefs and values about Teaching Mathematics • Concerned with the balance between new roles and former roles • Concerned with how to construct lesson plan to be opened • Concerned with how to record (e.g., journalizing) what happened in their own classrooms • Feel difficulty to discuss students’ ideas occurred in the classroom

  20. Results II: What changed with students after one year passed?

  21. Results of the survey atChumchon Banchonnabot SchoolKhon Kaen 44 of 1st Grade87 of 4th Grade

  22. The reasons why they like classroom activities 1 more chance to express themselves 7 feel like independent period 2 more thinking 8 being oneself more valuable in the class 3 more relaxing 9 more chance to do hands-on activities 4 using more art knowledge 10 be able to summarize thing by themselves 5 more friendly classroom environment 11 when think out feel like being genius 6 have a chance to innovate thing 12 others

  23. Positive changed with students 1 more reasonable 8 better communication with other people 2 more noticeable 9 more approaches to solving problem 3 more cool hearted 10 be able to connect things 4 Know to work with other people 11 more enthusiastic 5 more confident with questioning 12 better achievement 6 be able to argue according to his/her own reason 13 others 7 be able to reject the idea they do not agree with

  24. Topic: Number larger than 10 Goal • To create Number Sense in Student and using handmade wood, block, paper sheet • To help students realize the meaning of place value.

  25. Instruction • Count pandas and elephants and put them into the base-ten container as fast as you can (first round : count pandas, second round: count elephants) • shade in the figure and write down the number of pandas and elephants Language in Classroom: Thai and Dialect

  26. Instructional Materials

  27. 20 Counter (handmade) 2 Base-ten Containers

  28. Worksheet

  29. Teaching Scenarios Introduction • Greeting • Introduce instructional materials • Explain instruction to the students

  30. Group Working use the counters to put on the picture and count aloud many times After they finished counting, they put the counter on base-ten (container, block)

  31. Group Working Shade in the figure started from the left Write down the number in the block under the figure

  32. Whole class discussion Each group demonstrates their ideas.

  33. Whole class discussion Why did you write 13 ? Can we write 31 or

  34. Summary Observer Teacher The teacher summarizes what have learned in this period.

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