Development of Teachers’ Mathematical Knowledge for Teaching by Using the Innovation of Lesson Study and Open Approach

Affiliation(s)

^{1}
Department of Doctoral Program in Mathematics Education, Khon Kaen University, Khon Kaen, Thailand.

^{2}
Centre for Excellent in Mathematics, CHE, Bangkok, Thailand.

^{3}
Center for Research in Mathematics Education, Khon Kaen University, Khon Kaen, Thailand.

ABSTRACT

This research was under context of professional development for mathematics teacher by using the innovation of lesson study and open approach project implemented by the Center for Research in Mathematics Education, Faculty of Education, Khon Kaen University, during 2009-2011 academic years. The objective of this research was to study the development of mathematical knowledge for teaching of teacher from working based on 3 steps of the lesson study cycle that incorporated 4 phases of open approach. The target groups were a lesson study team in a project school. Data were collected from 3 steps of lesson study and analysis procedures were based on analyzing videos, protocols, and descriptive analysis. The research found that the teachers obtained development as follows: 1) during the step of collaboratively design research lesson, they discussed and shared knowledge in the mathematical textbooks of project, discussion in objective of the lesson and construction of open-ended problem situation, anticipation for students’ thinking, and specification of issues for discussion in classroom; 2) in the step of teaching and collaboratively observing the research lesson, they obtained knowledge for teaching by presenting the open-ended problem situation, the occurred difficulty of students’ problem solving, the students’ thinking approach in problem solving, the association of approach in each learning unit, the sequencing of thinking, and the extension of students’ incomplete thinking approach; and 3) during the step of collaboratively reflection on teaching practice, teachers obtained knowledge by reflecting the students’ goal accomplishment, the students’ learning process, the students’ thinking approach, the efficiency of media, and the experts’ recommendations.

This research was under context of professional development for mathematics teacher by using the innovation of lesson study and open approach project implemented by the Center for Research in Mathematics Education, Faculty of Education, Khon Kaen University, during 2009-2011 academic years. The objective of this research was to study the development of mathematical knowledge for teaching of teacher from working based on 3 steps of the lesson study cycle that incorporated 4 phases of open approach. The target groups were a lesson study team in a project school. Data were collected from 3 steps of lesson study and analysis procedures were based on analyzing videos, protocols, and descriptive analysis. The research found that the teachers obtained development as follows: 1) during the step of collaboratively design research lesson, they discussed and shared knowledge in the mathematical textbooks of project, discussion in objective of the lesson and construction of open-ended problem situation, anticipation for students’ thinking, and specification of issues for discussion in classroom; 2) in the step of teaching and collaboratively observing the research lesson, they obtained knowledge for teaching by presenting the open-ended problem situation, the occurred difficulty of students’ problem solving, the students’ thinking approach in problem solving, the association of approach in each learning unit, the sequencing of thinking, and the extension of students’ incomplete thinking approach; and 3) during the step of collaboratively reflection on teaching practice, teachers obtained knowledge by reflecting the students’ goal accomplishment, the students’ learning process, the students’ thinking approach, the efficiency of media, and the experts’ recommendations.

KEYWORDS

Mathematical Knowledge for Teaching, Innovation of Lesson Study, Open Approach, Lesson Study Team

Mathematical Knowledge for Teaching, Innovation of Lesson Study, Open Approach, Lesson Study Team

Cite this paper

Sudejamnong, A. , Robsouk, K. , Loipha, S. and Inprasitha, M. (2014) Development of Teachers’ Mathematical Knowledge for Teaching by Using the Innovation of Lesson Study and Open Approach.*Sociology Mind*, **4**, 317-327. doi: 10.4236/sm.2014.44032.

Sudejamnong, A. , Robsouk, K. , Loipha, S. and Inprasitha, M. (2014) Development of Teachers’ Mathematical Knowledge for Teaching by Using the Innovation of Lesson Study and Open Approach.

References

[1] Baba, T. (2007). How Is Lesson Study Implemented? Japanese Lesson Study in Mathematics: Its Impact, Diversity and Potential for Educational Improvement. Singapore City: World Scientific.

[2] Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education, 59, 389-407.

http://dx.doi.org/10.1177/0022487108324554

[3] Changsri, N. (2012). Teacher’s Perceived Beliefs about Teaching Practices in Teacher Professional Development Based on Lesson Study and Open Approach Context. Doctor of Philosophy Thesis in Mathematics Education, Graduate School, Khon Kaen: Khon Kaen University.

[4] Corcoran, D., & Peperell, S. (2011). Learning to Teach Mathematics Using Lesson Study. Mathematical Knowledge in Teaching. Springer: New York.

[5] Even, R., & Tirosh, D. (2002). Teacher Knowledge and Understanding of Students’ Mathematical Learning. Handbook of International Research in Mathematics Education. NJ: Lawrence Erlbaum Associates, Inc.

[6] Fennema, E., & Frank, M. L. (1992). Teachers’ Knowledge and Its Impact. Handbook of Research on Mathematics Teaching and Learning. USA: National Council of Teacher of Mathematics.

[7] Fernandez, C., & Yoshida, M. (2004). Lesson Study: A Japanese Approach to Improving Mathematics Teaching and Learning. Mahwah: Lawrence Erlbaun Associates.

[8] Inprasitha, M. (2011). One Feature of Adaptive Lesson Study in Thailand: Learning Unit. Journal of Science and Mathematics Education in Southeast Asia, 34, 47-66.

[9] Inprasitha, M. (2012). Synthesis Report Format for Academically in School Management by Using Lesson Study and Open Approach. Khon Kaen: Clungnanavitaya LDT.

[10] Inprasitha, N. (2009). Lesson Study: An Innovation for Teacher and Student Development. Doctor of Education Thesis in Curriculum and Instruction, Graduate School, Khon Kaen University.

[11] Isoda, M., & Nakamura, T. (2010). Mathematics Education Theories for Lesson Study: Problem Solving Approach and the Curriculum through Extension and Integration. Journal of Japan Society of Mathematical Education, 92, 5.

[12] Kemmis, S., Mctaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Singapore: Springer.

http://dx.doi.org/10.1007/978-981-4560-67-2

[13] Lewis, C. C. (2002). Lesson Study: A Handbook of Teacher—Led Instructional Change. Philadelphia, PA: Research for Better Schools, Inc.

[14] Lewis, C. C., & Hurd, J. (2011). Lesson Study Step by Step: How Teacher Learning Communities Improve Instruction. Portsmouth, NH: Heinemann.

[15] Lewis, C. C., Perry, R. R., & Hurd, J. (2009). Improving Mathematics Instruction through Lesson Study: A Theoretical Model and North America Case. Journal of Mathematics Teacher Education, 12, 285-304.

[16] Lewis, C. C., Perry, R. R., & Murata, A. (2006). How Should Research Contribute Instructional Improvement? The Case of Lesson Study. Educational Researcher, 35, 3-14.

http://dx.doi.org/10.3102/0013189X035003003

[17] Loipha, S. (2002). Research Report of Development Cooperation Activities for Teaching Mathematics, Grad 6. Khon Kaen: Khon Kaen University.

[18] Loipha, S., & Inprasitha, M. (2004). Teacher Professional Development to Promote Mathematics Learning. Khon Kaen, KKU Journal of Mathematics Education, 1.

[19] Meyer, D. R., & Wilkerson, L. T. (2011). Lesson Study: The Impact on Teachers’ Knowledge for Teaching Mathematics. In Lesson Study Research and Practice in Mathematics Education (pp. 15-26). New York: Springer.

http://dx.doi.org/10.1007/978-90-481-9941-9_2

[20] Office of the Education Council (2009). Proposals for Educational Reform in the Second Decade (2009-2018). Thailand: Office of Educational Policy and Planning.

[21] Office of the Education Council (2009). Summary of Results for the Nine Years of Education Reform (1999-2008). Bangkok: V.T.C. Communication Ltd.

[22] Rowland, T., & Ruthven, K. (2011). Introduction: Mathematical Knowledge in Teaching. In Mathematical Knowledge in Teaching (pp. 1-5). New York: Springer.

http://dx.doi.org/10.1007/978-90-481-9766-8_1

[23] Shimizu, S. (2006). Professional Development through Lesson Study: A Japanese Case. The APEC International Symposium on Innovation and Good Practices for Teaching and Learning Mathematics through Lesson Study, Khon Kaen.

[24] Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15, 4-14.

http://dx.doi.org/10.3102/0013189X015002004

[25] Stigler, J., & Hiebert, J. (1999). The Teaching Gap. New York: The Fee Press, a Division of Simon and Schuster, Inc.

[26] Takahashi, A., Watanabe, T., Yoshida, M., & Wang-Iverson, P. (2005). Improving Content and Pedagogical Knowledge through Kyozaikenkyu. In Building Our Understanding of Lesson Study (pp. 101-110). Philadelphia, PA: Research for Better Schools, Inc.

[27] The Institute for the Promotion of Teaching Science and Technology (2013). Conclusion TIMSS Project 2011. Grad 4. Bangkok: IPST.

[28] The Institute for the Promotion of Teaching Science and Technology (2013). PISSA 2013 Executive Summary of Mathematics, Reading and Science. Bangkok: IPST.

[29] The Thailand Development Research Institute (2013). Proposal for Reform of Basic Education that Establish Accountability. Document for Seminar, Bangkok: TDRI.

[1] Baba, T. (2007). How Is Lesson Study Implemented? Japanese Lesson Study in Mathematics: Its Impact, Diversity and Potential for Educational Improvement. Singapore City: World Scientific.

[2] Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education, 59, 389-407.

http://dx.doi.org/10.1177/0022487108324554

[3] Changsri, N. (2012). Teacher’s Perceived Beliefs about Teaching Practices in Teacher Professional Development Based on Lesson Study and Open Approach Context. Doctor of Philosophy Thesis in Mathematics Education, Graduate School, Khon Kaen: Khon Kaen University.

[4] Corcoran, D., & Peperell, S. (2011). Learning to Teach Mathematics Using Lesson Study. Mathematical Knowledge in Teaching. Springer: New York.

[5] Even, R., & Tirosh, D. (2002). Teacher Knowledge and Understanding of Students’ Mathematical Learning. Handbook of International Research in Mathematics Education. NJ: Lawrence Erlbaum Associates, Inc.

[6] Fennema, E., & Frank, M. L. (1992). Teachers’ Knowledge and Its Impact. Handbook of Research on Mathematics Teaching and Learning. USA: National Council of Teacher of Mathematics.

[7] Fernandez, C., & Yoshida, M. (2004). Lesson Study: A Japanese Approach to Improving Mathematics Teaching and Learning. Mahwah: Lawrence Erlbaun Associates.

[8] Inprasitha, M. (2011). One Feature of Adaptive Lesson Study in Thailand: Learning Unit. Journal of Science and Mathematics Education in Southeast Asia, 34, 47-66.

[9] Inprasitha, M. (2012). Synthesis Report Format for Academically in School Management by Using Lesson Study and Open Approach. Khon Kaen: Clungnanavitaya LDT.

[10] Inprasitha, N. (2009). Lesson Study: An Innovation for Teacher and Student Development. Doctor of Education Thesis in Curriculum and Instruction, Graduate School, Khon Kaen University.

[11] Isoda, M., & Nakamura, T. (2010). Mathematics Education Theories for Lesson Study: Problem Solving Approach and the Curriculum through Extension and Integration. Journal of Japan Society of Mathematical Education, 92, 5.

[12] Kemmis, S., Mctaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Singapore: Springer.

http://dx.doi.org/10.1007/978-981-4560-67-2

[13] Lewis, C. C. (2002). Lesson Study: A Handbook of Teacher—Led Instructional Change. Philadelphia, PA: Research for Better Schools, Inc.

[14] Lewis, C. C., & Hurd, J. (2011). Lesson Study Step by Step: How Teacher Learning Communities Improve Instruction. Portsmouth, NH: Heinemann.

[15] Lewis, C. C., Perry, R. R., & Hurd, J. (2009). Improving Mathematics Instruction through Lesson Study: A Theoretical Model and North America Case. Journal of Mathematics Teacher Education, 12, 285-304.

[16] Lewis, C. C., Perry, R. R., & Murata, A. (2006). How Should Research Contribute Instructional Improvement? The Case of Lesson Study. Educational Researcher, 35, 3-14.

http://dx.doi.org/10.3102/0013189X035003003

[17] Loipha, S. (2002). Research Report of Development Cooperation Activities for Teaching Mathematics, Grad 6. Khon Kaen: Khon Kaen University.

[18] Loipha, S., & Inprasitha, M. (2004). Teacher Professional Development to Promote Mathematics Learning. Khon Kaen, KKU Journal of Mathematics Education, 1.

[19] Meyer, D. R., & Wilkerson, L. T. (2011). Lesson Study: The Impact on Teachers’ Knowledge for Teaching Mathematics. In Lesson Study Research and Practice in Mathematics Education (pp. 15-26). New York: Springer.

http://dx.doi.org/10.1007/978-90-481-9941-9_2

[20] Office of the Education Council (2009). Proposals for Educational Reform in the Second Decade (2009-2018). Thailand: Office of Educational Policy and Planning.

[21] Office of the Education Council (2009). Summary of Results for the Nine Years of Education Reform (1999-2008). Bangkok: V.T.C. Communication Ltd.

[22] Rowland, T., & Ruthven, K. (2011). Introduction: Mathematical Knowledge in Teaching. In Mathematical Knowledge in Teaching (pp. 1-5). New York: Springer.

http://dx.doi.org/10.1007/978-90-481-9766-8_1

[23] Shimizu, S. (2006). Professional Development through Lesson Study: A Japanese Case. The APEC International Symposium on Innovation and Good Practices for Teaching and Learning Mathematics through Lesson Study, Khon Kaen.

[24] Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15, 4-14.

http://dx.doi.org/10.3102/0013189X015002004

[25] Stigler, J., & Hiebert, J. (1999). The Teaching Gap. New York: The Fee Press, a Division of Simon and Schuster, Inc.

[26] Takahashi, A., Watanabe, T., Yoshida, M., & Wang-Iverson, P. (2005). Improving Content and Pedagogical Knowledge through Kyozaikenkyu. In Building Our Understanding of Lesson Study (pp. 101-110). Philadelphia, PA: Research for Better Schools, Inc.

[27] The Institute for the Promotion of Teaching Science and Technology (2013). Conclusion TIMSS Project 2011. Grad 4. Bangkok: IPST.

[28] The Institute for the Promotion of Teaching Science and Technology (2013). PISSA 2013 Executive Summary of Mathematics, Reading and Science. Bangkok: IPST.

[29] The Thailand Development Research Institute (2013). Proposal for Reform of Basic Education that Establish Accountability. Document for Seminar, Bangkok: TDRI.