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Overview of IMPULS/ Key features of LS in Japanese context/ Bowland Japan

Overview of IMPULS/ Key features of LS in Japanese context/ Bowland Japan. Keiichi Nishimura, Ph.D Tokyo Gakugei Univ. How many Math Research Lessons do you have each year?. High. Junior H. Primary. Primary. Junior H. High. （ IMPULS, 2013 ）. Types of Research Lesson. Junior H.

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Overview of IMPULS/ Key features of LS in Japanese context/ Bowland Japan

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  1. Overview of IMPULS/ Key features of LS in Japanese context/ Bowland Japan KeiichiNishimura, Ph.D TokyoGakugei Univ.

  2. How many Math Research Lessons do you have each year? High Junior H. Primary Primary Junior H. High （IMPULS, 2013）

  3. Types of Research Lesson Junior H. Primary High Within school 1nitial or 10th year training Regional Model school Private

  4. Whydo we have any LS?What do we learn through LS?

  5. Level 1: Teachers can tell students important basic ideas of mathematics such as facts, concepts, and procedures. Level 2: Teachers can explain the meanings and reasons of the important basic ideas of mathematics in order for students to understand them. Level 3: Teachers can provide students opportunities to understand these basic ideas, and supporttheir learning so that the students become independent learners. Three Levels of Teaching

  6. Typical Schedule of planning lesson 6weeks

  7. Change the lesson plan several times

  8. Whatdo the teachers get through the process? Skill for improving continuously through collaboration Not just developing a good lesson plan

  9. So we need …. • Good colleagues within school • Good supervisor • Good “Koshi” –final commentator • A unique feature of Japanese Lesson Study is the way it enables teachers to improve continuously through collaboration with their colleagues. As an international center of Lesson Study in mathematics, Tokyo Gakugei University and its network of laboratory schools will help teacher professionals from throughout the region learn about lesson study and will thereby prepare them to create in their own countries’ systems for long-term, independent educational improvement in mathematics teaching.

  10. On the other hand …

  11. Question A : I am interested in the things I learn inMathematics. Question B : I think how the Mathematics I have learnt can be used in everyday life. （PISA2003） The average percentage of positive response for both question UK Finland % Hong Kong QuestionB ◆country Korea % QuestionA Netherlands

  12. Mathematical Process Skills of University Students in Japan （Yanagisawa＆Nishimura,2013） Level 3-5 Department Literature Sociology Law/Political Economics Science Level 1 Level 2 Level 3 Level 4 Level 5

  13. （Malcolm, 2012）

  14. Whathave we learned from Bowland UK? • Effectiveness of Case Study that focus on process skills • Importance that the project has some assessment tasks and professional development modules. • We must study “Neriage” for process not content.

  15. The memeber…

  16. Reportof Research Lesson We have some monthly magazines for teacher.

  17. Research Theme • Problem • Research Lesson • Discussion • Final Comment

  18. Inthe near future….

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