Language and Symbol Students Use in Thai Mathematical Classroom of Lesson Study and Open Approach

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References

[1] The Institute for the Promotion of Teaching Science and Technology and Ministry of Education (2013). PISA 2012 Results in Mathematics, Reading, and Sciences, Executive Report. Samut Prakan: Advance Printing Service.

[2] Loipha, S., & Inprasitha, M. (2004). New Teaching Professional Development to Promote Mathematical Learning. KKU Journal of Mathematics Education, 1, 8-28.

[3] Becker, J. P., & Shimada, S. (1997). The Open-Ended Approach: A New Proposal for Teaching Mathematics. Reston, Virginia: National Council of Teachers of Mathematics.

[4] Council of Australian Governments (2008). National Numeracy Review Report.

http://www.coag.gov.au/reports/docs/national_numeracy_review.pdf

[5] Inprasitha, M. (2004). Movement of Lesson Study in Thailand. Denmark.

[6] Inprasitha, M. (2010). One Feature of Adaptive Lesson Study in Thailand—Designing Learning Unit. In Proceedings of the 45th Korean National Meeting of Mathematics Education (pp. 193-206). Gyeongju: Dongkook University.

[7] O’Halloran, K. L. (2000). Classroom Discourse in Mathematics: A Multisemiotic Analysis. Linguistics and Education, 10, 359-388.

http://dx.doi.org/10.1016/S0898-5898(99)00013-3

[8] Pimm, D. (1987). Speaking Mathematically: Communication in Mathematics Classrooms. New York: Routledge & Kegan Paul.

[9] Schleppegrell, M. J. (2007). The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review. Reading & Writing Quarterly, 23, 139-159.

http://dx.doi.org/10.1080/10573560601158461