Process Designing Mathematical Tasks on Addition of Teachers Using Lesson Study

Affiliation(s)

^{1}
Centre of Excellence in Mathematics, CHE, Bangkok, Thailand.

^{2}
Center for Research in Mathematics Education, Faculty of Education, Khon Kaen University, Khon Kaen,
Thailand.

ABSTRACT

This research was aimed at investigating the process of designing mathematical tasks on addition of teachers using lesson study. It employed the qualitative research method. An analysis was performed on data obtained from discussion protocols of the Lesson Study team during the development of lesson plan of Unit 8: Addition (2) and questionnaire on the designing of mathematical tasks. Results of the research indicated that the lesson study team utilized the following processes for designing mathematical tasks: 1) determining the lesson goal; 2) interpreting the mathematical tasks; 3) identifying the use of mathematical tasks; and 4) anticipating students’ approaches.

This research was aimed at investigating the process of designing mathematical tasks on addition of teachers using lesson study. It employed the qualitative research method. An analysis was performed on data obtained from discussion protocols of the Lesson Study team during the development of lesson plan of Unit 8: Addition (2) and questionnaire on the designing of mathematical tasks. Results of the research indicated that the lesson study team utilized the following processes for designing mathematical tasks: 1) determining the lesson goal; 2) interpreting the mathematical tasks; 3) identifying the use of mathematical tasks; and 4) anticipating students’ approaches.

Cite this paper

Bangtho, K. , Inprasitha, N. and Inprasitha, M. (2015) Process Designing Mathematical Tasks on Addition of Teachers Using Lesson Study.*Creative Education*, **6**, 1691-1696. doi: 10.4236/ce.2015.616170.

Bangtho, K. , Inprasitha, N. and Inprasitha, M. (2015) Process Designing Mathematical Tasks on Addition of Teachers Using Lesson Study.

References

[1] Baba (2007). How Is Lesson Study Implemented? In M. Isoda, M. Stephens, Y. Ohara, & T. Miyakawa (Eds.), Japanese Lesson Study in Mathematics: Its Impact, Diversity and Potential for Educational Improvement. Danvers, MA: World Scientific Publishing Co. Pte. Ltd.

[2] Clarke, D., & Roche, A. (2010). Teachers’ Extent of the Use of Particular Task Types in Mathematics and Choices behind That Use.

http://files.eric.ed.gov/fulltext/ED520857.pdf

[3] Fujii, T. (2013). Adapting and Implementing Lesson Study: Focusing on Designing Task in Lesson Study. Proceedings of 6th East Asia Regional Conference on Mathematics Education, 17-22 March 2013, Phuket, 163-172.

[4] Gakkohtosho (2005). Study with Your Friends: Mathematics Grade 1. Tokyo: Gakkoh Tosho.

[5] Inprasitha, M. (2004). Open Approach Instruction in Mathematics Classroom of Japan. KKU Journal of Mathematics Education, 1, 1-17.

[6] Lieberman, J. (2009). Using Lesson Study to Develop an Appreciation of and Competence in Task Design. In B. Clark, B. Grevholm, & R. Millmand (Eds.), Task in Primary Mathematics Teacher Education: Purpose, Use and Exemplars, Mathematics Teacher Education (pp. 11-24). Springer Science + Business Media LLC.

[7] Phu-Udom, J. (2001). Development of Mathematics Teaching Models with Students as Knowledge Creators. Doctor of Philosophy Program in Curriculum and Instruction, Bangkok: Srinakharinwirot University.

[8] Roth & Ames (2014). Beiträgezum Mathematikunterricht (pp. 1043-1046). Münster: WTM-Verlag.

[9] Shimizu, Y., Kaur, B., Huang, R. & Clark, D. J. (Eds.) (2010). Mathematical Task in Classrooms around the World. Sense Publisher.

[10] Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap; Best Ideas from the World’s Teachers for Improving Education in the Classroom. New York, NY: The Free Press.

[1] Baba (2007). How Is Lesson Study Implemented? In M. Isoda, M. Stephens, Y. Ohara, & T. Miyakawa (Eds.), Japanese Lesson Study in Mathematics: Its Impact, Diversity and Potential for Educational Improvement. Danvers, MA: World Scientific Publishing Co. Pte. Ltd.

[2] Clarke, D., & Roche, A. (2010). Teachers’ Extent of the Use of Particular Task Types in Mathematics and Choices behind That Use.

http://files.eric.ed.gov/fulltext/ED520857.pdf

[3] Fujii, T. (2013). Adapting and Implementing Lesson Study: Focusing on Designing Task in Lesson Study. Proceedings of 6th East Asia Regional Conference on Mathematics Education, 17-22 March 2013, Phuket, 163-172.

[4] Gakkohtosho (2005). Study with Your Friends: Mathematics Grade 1. Tokyo: Gakkoh Tosho.

[5] Inprasitha, M. (2004). Open Approach Instruction in Mathematics Classroom of Japan. KKU Journal of Mathematics Education, 1, 1-17.

[6] Lieberman, J. (2009). Using Lesson Study to Develop an Appreciation of and Competence in Task Design. In B. Clark, B. Grevholm, & R. Millmand (Eds.), Task in Primary Mathematics Teacher Education: Purpose, Use and Exemplars, Mathematics Teacher Education (pp. 11-24). Springer Science + Business Media LLC.

[7] Phu-Udom, J. (2001). Development of Mathematics Teaching Models with Students as Knowledge Creators. Doctor of Philosophy Program in Curriculum and Instruction, Bangkok: Srinakharinwirot University.

[8] Roth & Ames (2014). Beiträgezum Mathematikunterricht (pp. 1043-1046). Münster: WTM-Verlag.

[9] Shimizu, Y., Kaur, B., Huang, R. & Clark, D. J. (Eds.) (2010). Mathematical Task in Classrooms around the World. Sense Publisher.

[10] Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap; Best Ideas from the World’s Teachers for Improving Education in the Classroom. New York, NY: The Free Press.