Professional Development of Mathematics Teachers with Lesson Study and Open Approach: The Process for Changing Teachers Values about Teaching Mathematics

Affiliation(s)

Doctoral Program in Mathematics Education, Faculty of Education, Khon Kaen University, KhonKaen, Thailand.

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

Doctoral Program in Mathematics Education, Faculty of Education, Khon Kaen University, KhonKaen, Thailand.

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

ABSTRACT

The aim of this study was to analyze the process for changing values about teaching mathematics for teachers in a pilot school implementing Lesson Study and Open Approach. The study was structured through a questionnaire survey of 83 teachers in 4 pilot schools. Case studies were then conducted with 3 of the teachers and involved participatory observations and video recording in 3 phases of Lesson Study, interviews and document analysis. Theoretically, the conceptualization of professional development with Lesson Study and Open Approach, values change (Rescher, 1969 cited in Seah, 2004) and change process (Fullan, 1985; Joyce & Showers, 1980) helps to explain the process for changing values about teaching mathematics. The study shows that teachers in a pilot school implementing Lesson Study and Open Approach have developed a new view and values about teaching mathematics (e.g. values in designing lesson plans, values in teaching practice, values in classroom assessment). The components were essential for changing teachers values about teaching mathematics and consisted of 1) Teachers participating and learning about the underlying theoretical principles of Lesson Study and Open Approach 2) Practicing weekly cycles of Lesson Study into school culture 3) Seeing Lesson Study and Open Approach demonstrated from expert and Japanese teachers 4) Ongoing coaching or support from the project and 5) Obtaining feedback from outsiders such as educators, parents, school board members etc.

Cite this paper

Kadroon, T. & Inprasitha, M. (2013). Professional Development of Mathematics Teachers with Lesson Study and Open Approach: The Process for Changing Teachers Values about Teaching Mathematics.*Psychology, 4,* 101-105. doi: 10.4236/psych.2013.42014.

Kadroon, T. & Inprasitha, M. (2013). Professional Development of Mathematics Teachers with Lesson Study and Open Approach: The Process for Changing Teachers Values about Teaching Mathematics.

References

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[2] Bishop, A. J.; Seah, W. T., & Chin, C. (2003). Values in mathematics teaching—The hidden persuaders? In A. J. Bishop et al. (Eds.), Second international handbook of mathematics education. Part. 1 and 2 (pp. 717-765). Dordrecht: Kluwer Academic publishers.

[3] Bishop, A. J. (2007). Teacher’s mathematical values for developing mathematical thinking through lesson study. APEC-KHON KAEN International Symposium 2007 Innovative Teaching Mathematics through Lesson Study (II)—Focusing on Mathematical Thinking.

[4] Brannen, J. (1992). Mixing methods: Qualitative and quantitative research. Aldershort: Gower.

[5] Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese approach to improving mathematics teaching and learning. Lodon: Lawrence Erlbaum Associates.

[6] Forman, E. A. (1996). Learning mathematics as a participation in classroom practice: Implications of sociocultural theory for educational reform. In L. P. Steffe, P. Nesher, P. Cobb, G. A. Goldin, & B. Greer (Eds.), Theories of mathematical learning (pp. 115-130). Mahwah, NJ: Lawrence Erlbaum.

[7] Fullan, M. (1985). Change process and strategies at the local level. The Elementary School Journal, 85, 391-421. doi:10.1086/461411

[8] Inprasitha, M. (2010). One feature of adaptive lesson study in Thailand: Designing learning unit. Proceedings of the 45th Korean National Meeting of Mathematics Education. Gyeongju: Korean Society of Mathematics Education, 8-10 October 2010.

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[10] Inprasitha, N. (2009). Lesson study: An innovation for teacher and student development. Unpublished PhD Dissertation, Khonkaen: Khon Kaen University.

[11] Johnson, W., Lustick, D., & Kim, M. J. (2011). Teacher professional learning as the growth of social capital. Current Issues in Education, 14. http://cie.asu.edu/ojs/index.php/ cieatasu/article/view/781

[12] Joyce, B., & Showers, B. (1980). Improving in-service training: The messages from research. Educational Leadership, 37, 379-385.

[13] Kadroon, T., & Inprasiha, M. (2011). Teachers’ values about teaching mathematics in classrooms; Implementing lesson study and open ap proach: A Thai experience. Journals of the Korean Society of Mathematics Education Series D, 15, pp. 115-126.

[14] Lave, J., & Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.

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

[16] Lewis, C. & Hurd, J. (2011). Lesson study step by step: How teacher learning communities improve instruction. Portsmouth: Heinemann.

[17] Listenberger, M. (2004). Process centered leadership. URL (last checked 18 December 2012). http://www.stxd.org/PGI/Web%20Workshops/Process_centered_leadership.pdf

[18] Office of the Education Council (OEC) (2008). Education in Thailand 2007 (Online). Bangkok: Thailand Ministry of Education. URL (last checked 6 November 2010). http://www.onec.go.th/onec_administrator/uploads/Book/759-file.pdf

[19] Seah, W. T. (2002). Exploring teacher clarification of values relating to mathematics education. In C. Vale, J. Roumeliotis & J. Herwood (Eds.). Valuing mathematics in society (pp. 93-104). Brunswick: Mathematical Association of Victoria.

[20] Seah, W. T. (2004). The negotiation of perceived value differences by immigrant teachers of mathematics in Australia. Unpublished PhD dissertation, Victoria: Monash University.

[21] Stigler, J. W., & Hiebert, J. (1999). Teaching gap: Best ideas from the world’s teachers for improving Education in the classroom. New York: Free Press.

[22] Veugelers, W., & Kat, E. D. (2000). The teacher as a moral educator in secondary education: The student perspective. The 81st Annual Meeting of the American Educational Research Association, New Orleans, 24-28 April.

[23] Wang-Iverson, P., & Yoshida, M. (2005). Building our understanding of lesson study. Philadelphia, PA: Research for Better Schools.

[1] Baba, T. (2007). Japanese education and lesson study: An overview Section 1.1: “How is lesson study implemented”. In M. Isoda, M. Stephens, Y. Ohara, & T. Miyakawa (Eds.). Japanese lesson study in mathematics (pp. 2-7). Singapore City: World Sciencetific Publishing.

[2] Bishop, A. J.; Seah, W. T., & Chin, C. (2003). Values in mathematics teaching—The hidden persuaders? In A. J. Bishop et al. (Eds.), Second international handbook of mathematics education. Part. 1 and 2 (pp. 717-765). Dordrecht: Kluwer Academic publishers.

[3] Bishop, A. J. (2007). Teacher’s mathematical values for developing mathematical thinking through lesson study. APEC-KHON KAEN International Symposium 2007 Innovative Teaching Mathematics through Lesson Study (II)—Focusing on Mathematical Thinking.

[4] Brannen, J. (1992). Mixing methods: Qualitative and quantitative research. Aldershort: Gower.

[5] Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese approach to improving mathematics teaching and learning. Lodon: Lawrence Erlbaum Associates.

[6] Forman, E. A. (1996). Learning mathematics as a participation in classroom practice: Implications of sociocultural theory for educational reform. In L. P. Steffe, P. Nesher, P. Cobb, G. A. Goldin, & B. Greer (Eds.), Theories of mathematical learning (pp. 115-130). Mahwah, NJ: Lawrence Erlbaum.

[7] Fullan, M. (1985). Change process and strategies at the local level. The Elementary School Journal, 85, 391-421. doi:10.1086/461411

[8] Inprasitha, M. (2010). One feature of adaptive lesson study in Thailand: Designing learning unit. Proceedings of the 45th Korean National Meeting of Mathematics Education. Gyeongju: Korean Society of Mathematics Education, 8-10 October 2010.

[9] Inprasitha, M. (2012). Lesson study as an innovation for teacher professional development: A decade of Thailand experience. URL (last checked 18 December 2012). http://www.mathematik.uni-dortmund.de/ieem/bzmu2012/files/BzMU12_0275_Inprasitha.pdf

[10] Inprasitha, N. (2009). Lesson study: An innovation for teacher and student development. Unpublished PhD Dissertation, Khonkaen: Khon Kaen University.

[11] Johnson, W., Lustick, D., & Kim, M. J. (2011). Teacher professional learning as the growth of social capital. Current Issues in Education, 14. http://cie.asu.edu/ojs/index.php/ cieatasu/article/view/781

[12] Joyce, B., & Showers, B. (1980). Improving in-service training: The messages from research. Educational Leadership, 37, 379-385.

[13] Kadroon, T., & Inprasiha, M. (2011). Teachers’ values about teaching mathematics in classrooms; Implementing lesson study and open ap proach: A Thai experience. Journals of the Korean Society of Mathematics Education Series D, 15, pp. 115-126.

[14] Lave, J., & Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.

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

[16] Lewis, C. & Hurd, J. (2011). Lesson study step by step: How teacher learning communities improve instruction. Portsmouth: Heinemann.

[17] Listenberger, M. (2004). Process centered leadership. URL (last checked 18 December 2012). http://www.stxd.org/PGI/Web%20Workshops/Process_centered_leadership.pdf

[18] Office of the Education Council (OEC) (2008). Education in Thailand 2007 (Online). Bangkok: Thailand Ministry of Education. URL (last checked 6 November 2010). http://www.onec.go.th/onec_administrator/uploads/Book/759-file.pdf

[19] Seah, W. T. (2002). Exploring teacher clarification of values relating to mathematics education. In C. Vale, J. Roumeliotis & J. Herwood (Eds.). Valuing mathematics in society (pp. 93-104). Brunswick: Mathematical Association of Victoria.

[20] Seah, W. T. (2004). The negotiation of perceived value differences by immigrant teachers of mathematics in Australia. Unpublished PhD dissertation, Victoria: Monash University.

[21] Stigler, J. W., & Hiebert, J. (1999). Teaching gap: Best ideas from the world’s teachers for improving Education in the classroom. New York: Free Press.

[22] Veugelers, W., & Kat, E. D. (2000). The teacher as a moral educator in secondary education: The student perspective. The 81st Annual Meeting of the American Educational Research Association, New Orleans, 24-28 April.

[23] Wang-Iverson, P., & Yoshida, M. (2005). Building our understanding of lesson study. Philadelphia, PA: Research for Better Schools.