Adaptation of Lesson Study and Open Approach for Sustainable Development of Students’ Mathematical Learning Process

Affiliation(s)

Faculty of Education, Khon Kaen University, Thailand.

Center for Research in Mathematics Education, Khon Kaen University, Khon Kaen, Thailand.

Centre of Excellence in Mathematics, the Office of Higher Education Commission, Bangkok, Thailand.

Faculty of Education, Khon Kaen University, Thailand.

Center for Research in Mathematics Education, Khon Kaen University, Khon Kaen, Thailand.

Centre of Excellence in Mathematics, the Office of Higher Education Commission, Bangkok, Thailand.

ABSTRACT

This research was aimed to analyze and develop Small-group Mathematical Communication (SMC) as Mathematical Learning Process (MLP) of the seventh grade students in Ban-beung-neam-beung-krai-noon school for the school year 2008-2010 by adapting the Lesson Study and Open Approach which were innovations from Japan in order to be a context as well as guidelines for practice enhancing the students’ MLP. The teaching experiment (Steffe & Thomson, 2000) as a research methodology was used in de- signing the lesson plan, and studying students’ MLP. The data were collected by using the video-audio recordings in classroom activities, video-stimulated interviewing the students, and interviewing the teacher. Data were also analyzed utilizing a video and protocol analysis. The research findings found that the students had SMC in mathematics classroom adapting Lesson Study and Open Approach. The students learned mathematics more meaningfully by themselves based on sharing mathematical ideas in order to create the shared meaning and leading to shared goal. They participated in SMC regularly. As a result, they developed a “habit of mind” which was led to a sustainable Mathematical Learning Process.

This research was aimed to analyze and develop Small-group Mathematical Communication (SMC) as Mathematical Learning Process (MLP) of the seventh grade students in Ban-beung-neam-beung-krai-noon school for the school year 2008-2010 by adapting the Lesson Study and Open Approach which were innovations from Japan in order to be a context as well as guidelines for practice enhancing the students’ MLP. The teaching experiment (Steffe & Thomson, 2000) as a research methodology was used in de- signing the lesson plan, and studying students’ MLP. The data were collected by using the video-audio recordings in classroom activities, video-stimulated interviewing the students, and interviewing the teacher. Data were also analyzed utilizing a video and protocol analysis. The research findings found that the students had SMC in mathematics classroom adapting Lesson Study and Open Approach. The students learned mathematics more meaningfully by themselves based on sharing mathematical ideas in order to create the shared meaning and leading to shared goal. They participated in SMC regularly. As a result, they developed a “habit of mind” which was led to a sustainable Mathematical Learning Process.

Cite this paper

Thinwiangthong, S. , Inprasitha, M. & Loipha, S. (2012). Adaptation of Lesson Study and Open Approach for Sustainable Development of Students’ Mathematical Learning Process.*Psychology, 3,* 906-911. doi: 10.4236/psych.2012.310136.

Thinwiangthong, S. , Inprasitha, M. & Loipha, S. (2012). Adaptation of Lesson Study and Open Approach for Sustainable Development of Students’ Mathematical Learning Process.

References

[1] Baba, T. (2007). How is lesson study implemented? In M. Isoda, M. Stephen, Y. Ohara, & T. Miyakawa (Eds.), Japanese Lesson Study in Mathematics: Its Impact, Diversity and Potential for Educational Improvement (pp. 2-7). Singapore City: World Scientific Publishing Company.

[2] Emori, H. (1993). The mechanism of communication in learning mathematics. In I. Hirabayashi, N. Nohda, K. Shigematsu, & F.-L. Lin (Eds.), Proceedings of the 17th PME Conference (Vol. 2, pp. 230-237). Tsukuba: University of Tsukuba.

[3] Emori, H. (1997). Mathematics communication. In T. Katsuro (Ed.), Rethinking Lesson Organization in School Mathematics (pp.44-60). Japan: Japan Society of Mathematics Education.

[4] Emori, H. (2005). The workshop for Young Mathematics Educations in Thailand 2005 building up the research agenda for the next 10 year, 2006-2015. Khon Kean: Khon Kean University.

[5] Fernandez, C., Cannon, J., & Chokshi, S. (2003). A US-Japan lesson study collaboration reveals critical lenses for examining practice. Teaching and Teacher Education, 19, 171-185. HUdoi:10.1016/S0742-051X(02)00102-6U

[6] Hannula, M., Evans, J., Philippou, G & Zan, R. (2004). Affect in mathematics education-exploring theoretical frameworks. In M. J. Hines, & A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (pp. 107-136). Bergen: Bergen University College.

[7] Immordino-Yang, M. H. (2011). Implication of affective and social neuroscience for educational theory. Educational Philosophy and Theory, 43, 98-103. HUdoi:10.1111/j.1469-5812.2010.00713.xU

[8] Inprasitha, M. (2001). Emotional experience of students in mathematical problem solving. Doctoral Dissertation, Tsukuba: University of Tsukuba.

[9] Inprasitha, M. (2003). Teaching by using open approach in mathematics classroom of Japan. KKU Journal of Mathematics Education, 1, 1-17.

[10] Inprasitha, M. (2006). Open-ended approach and teacher education. Tsukuba Journal of Educational Study in Mathematics, 25, 169-178.

[11] Inprasitha, M. (2007). Lesson study in Thailand. In M. Isoda, M. Stephens, Y. Ohara, & T. Miyakawa (Eds.), Japanese Lesson Study in Mathematics: Its Impact, Diversity and Potential for Educational Improvement (pp. 188-193). Singapore City: World Scientific Publishing Company.

[12] Inprasitha, M. (2008). A research report titled “model of students” mathematical thinking development by lesson study and open approach. Khon Kaen: Center for Research I Mathematics Education.

[13] Isoda, M., Stephen, M. Ohara, Y., & Miyakawa, T. (2007). Japanese lesson study in mathematics: Its impact, diversity and potential for educational improvement. Singapore City: World Scientific Publishing Company.

[14] Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Philadelphia, PA: Research for Better Schools.

[15] Lewis, C., & Perry, R. (2003). Lesson study and teachers knowledge development: Collaborative critique of a research model and methods. Annual Meeting of the American Educational Research Association 2003. Chicago: AERA.

[16] Loipha, S., & Inprasitha, M. (2004). Development of new teaching profession for enhancing mathematical learning. KKU Journal of Mathematics Education, 1, 18-28.

[17] Nohda, N. (2000). Teaching by open-approach method in Japanese mathematics classroom. In T. Nakahara, & M. Koyama (Eds.), Proceedings 24th of the Conference of the International Group for the Psychology of Mathematics Education, 1, 39-53.

[18] OECD (2004), Learning for tomorrows world—First results from PISA 2003. Paris: OECD Publication.

[19] Samovar, L. A., Henman, L. D., & King, S. W. (1996). Small group process. In R. S. Cathcart, L. A. Samovarm & L. D. Henman (Eds.), Small Group Communication: Theory & Practice. Dubuque: Times Mirror Higher Education Group.

[20] Shimizu, S. (2006). Professional development through lesson study: A Japanese case. APEC International and Learning Mathematics through Lesson Study, Khon Kaen.

[21] Sierpinska, A. (1998). Three epistemologies, three views of classroom communication: Constructivism, sociocultural approaches, interactionism. In H. Steinbring, A. Sierpinska, & M. G. Bartolini-Bussi. (Eds.), Language and Communication in the Mathematics Classroom (pp. 30-62). Reston, VA: NCTM.

[22] Steffe, L. P., & Thomson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. Mahwah, NJ: Lawrence Erlbaum Associates.

[23] Stigler, J., & Hiebert, J. (1999). The teaching gap—Best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.

[24] Thailand PISA Project, Institute for Promoting the Mathematics and Technology Teaching (2010). The findings of PISA 2009 evaluation, reading, mathematics, and science: Conclusions for administration. Bangkok: Aroon Printing.

[25] Thinwiangthong, S., Loipha, S., & Pasjuso, S. (2010). Triad feedback: Unit of analysis of small-group mathematical communication to understand mathematical learning process. In Y. Shimizu, Y. Sekiguchi, & K. Hino (Eds.), Proceeding of the 5th East Asia Regional Conference on Mathematics Education. Tokyo: Inamoto Printing.

[26] Thinwiangthong, S. (2011). Verification of triad feedback—The unit of analysis of small-group mathematical communication. In B. Ubuz (Ed.), Proceeding of the 35th International Conference on Psychology of Mathematics Education, Ankara.

[27] Wasee, P. (2000). Learning reform: The Students are the most important. Bangkok: The Office of National Education Commission.

[1] Baba, T. (2007). How is lesson study implemented? In M. Isoda, M. Stephen, Y. Ohara, & T. Miyakawa (Eds.), Japanese Lesson Study in Mathematics: Its Impact, Diversity and Potential for Educational Improvement (pp. 2-7). Singapore City: World Scientific Publishing Company.

[2] Emori, H. (1993). The mechanism of communication in learning mathematics. In I. Hirabayashi, N. Nohda, K. Shigematsu, & F.-L. Lin (Eds.), Proceedings of the 17th PME Conference (Vol. 2, pp. 230-237). Tsukuba: University of Tsukuba.

[3] Emori, H. (1997). Mathematics communication. In T. Katsuro (Ed.), Rethinking Lesson Organization in School Mathematics (pp.44-60). Japan: Japan Society of Mathematics Education.

[4] Emori, H. (2005). The workshop for Young Mathematics Educations in Thailand 2005 building up the research agenda for the next 10 year, 2006-2015. Khon Kean: Khon Kean University.

[5] Fernandez, C., Cannon, J., & Chokshi, S. (2003). A US-Japan lesson study collaboration reveals critical lenses for examining practice. Teaching and Teacher Education, 19, 171-185. HUdoi:10.1016/S0742-051X(02)00102-6U

[6] Hannula, M., Evans, J., Philippou, G & Zan, R. (2004). Affect in mathematics education-exploring theoretical frameworks. In M. J. Hines, & A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (pp. 107-136). Bergen: Bergen University College.

[7] Immordino-Yang, M. H. (2011). Implication of affective and social neuroscience for educational theory. Educational Philosophy and Theory, 43, 98-103. HUdoi:10.1111/j.1469-5812.2010.00713.xU

[8] Inprasitha, M. (2001). Emotional experience of students in mathematical problem solving. Doctoral Dissertation, Tsukuba: University of Tsukuba.

[9] Inprasitha, M. (2003). Teaching by using open approach in mathematics classroom of Japan. KKU Journal of Mathematics Education, 1, 1-17.

[10] Inprasitha, M. (2006). Open-ended approach and teacher education. Tsukuba Journal of Educational Study in Mathematics, 25, 169-178.

[11] Inprasitha, M. (2007). Lesson study in Thailand. In M. Isoda, M. Stephens, Y. Ohara, & T. Miyakawa (Eds.), Japanese Lesson Study in Mathematics: Its Impact, Diversity and Potential for Educational Improvement (pp. 188-193). Singapore City: World Scientific Publishing Company.

[12] Inprasitha, M. (2008). A research report titled “model of students” mathematical thinking development by lesson study and open approach. Khon Kaen: Center for Research I Mathematics Education.

[13] Isoda, M., Stephen, M. Ohara, Y., & Miyakawa, T. (2007). Japanese lesson study in mathematics: Its impact, diversity and potential for educational improvement. Singapore City: World Scientific Publishing Company.

[14] Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Philadelphia, PA: Research for Better Schools.

[15] Lewis, C., & Perry, R. (2003). Lesson study and teachers knowledge development: Collaborative critique of a research model and methods. Annual Meeting of the American Educational Research Association 2003. Chicago: AERA.

[16] Loipha, S., & Inprasitha, M. (2004). Development of new teaching profession for enhancing mathematical learning. KKU Journal of Mathematics Education, 1, 18-28.

[17] Nohda, N. (2000). Teaching by open-approach method in Japanese mathematics classroom. In T. Nakahara, & M. Koyama (Eds.), Proceedings 24th of the Conference of the International Group for the Psychology of Mathematics Education, 1, 39-53.

[18] OECD (2004), Learning for tomorrows world—First results from PISA 2003. Paris: OECD Publication.

[19] Samovar, L. A., Henman, L. D., & King, S. W. (1996). Small group process. In R. S. Cathcart, L. A. Samovarm & L. D. Henman (Eds.), Small Group Communication: Theory & Practice. Dubuque: Times Mirror Higher Education Group.

[20] Shimizu, S. (2006). Professional development through lesson study: A Japanese case. APEC International and Learning Mathematics through Lesson Study, Khon Kaen.

[21] Sierpinska, A. (1998). Three epistemologies, three views of classroom communication: Constructivism, sociocultural approaches, interactionism. In H. Steinbring, A. Sierpinska, & M. G. Bartolini-Bussi. (Eds.), Language and Communication in the Mathematics Classroom (pp. 30-62). Reston, VA: NCTM.

[22] Steffe, L. P., & Thomson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. Mahwah, NJ: Lawrence Erlbaum Associates.

[23] Stigler, J., & Hiebert, J. (1999). The teaching gap—Best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.

[24] Thailand PISA Project, Institute for Promoting the Mathematics and Technology Teaching (2010). The findings of PISA 2009 evaluation, reading, mathematics, and science: Conclusions for administration. Bangkok: Aroon Printing.

[25] Thinwiangthong, S., Loipha, S., & Pasjuso, S. (2010). Triad feedback: Unit of analysis of small-group mathematical communication to understand mathematical learning process. In Y. Shimizu, Y. Sekiguchi, & K. Hino (Eds.), Proceeding of the 5th East Asia Regional Conference on Mathematics Education. Tokyo: Inamoto Printing.

[26] Thinwiangthong, S. (2011). Verification of triad feedback—The unit of analysis of small-group mathematical communication. In B. Ubuz (Ed.), Proceeding of the 35th International Conference on Psychology of Mathematics Education, Ankara.

[27] Wasee, P. (2000). Learning reform: The Students are the most important. Bangkok: The Office of National Education Commission.