Process Designing Mathematical Tasks on Addition of Teachers Using Lesson Study

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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.