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Contexts for Developing
Mathematical Thinking in
Mathematics Classroom through
Lesson Study Maitree Inprasitha
Center for Research in Mathematics Education
Khon Kaen University, Thailand
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A Sociocultural Perspective for Mathematical Thinking
However, we can never observe mathematical thinking - we can only observe what we
assume to be its products, namely mathematical ideas and processes.
We can also observe what conditions and contexts might have been responsible for
the products of mathematical thinking, which brings us rather closer to the social
context. Bishop (2007)
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Today topics
• Introduction on the Lab School Project
• Contexts for Developing Mathematical Thinking
• Results with teachers and students
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Introduction to Lab School Project
2006 - 2008• Initiated by Ministry of Education
responding to an agenda “Enhance Thinking in Schools”
• Collaborated with Regional Universities
• Implementing some innovation into school
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A National level Context
- - a school coordinator a school coordinator
- Graduate Students- Graduate Students
- Teachers- Teachers
- educational supervisors- educational supervisors
- School Principal- School Principal
CoachCoach
- - a school coordinatora school coordinator
- Graduate Students- Graduate Students
- Teachers- Teachers
- educational supervisors- educational supervisors
- School Principal- School Principal
School 1 School 2
OBEC+OKMDOne university professor
Graduate Program
Ministry of Education
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A Model for Implementing Lesson Study into School Context
Preliminary Workshop: 1 day (option)
Intensive Workshop: 2-4 days
Implementing Lesson Study into School System : 3 yrs
Coach
School Coordinators
Young Researchers
Educational Supervisors
Teachers
Principals
Students
Parents
Participants
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Coach, school teachers, school coordinator, and parents shared their understanding on how to
implement LS as innovative teaching
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School teachers experienced doing open-ended mathematical
activities as students do in the classroom Workshop on Open Approach and Lesson Study at
Faculty of Education Khon Kaen University, 8-11 May 2006
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Do See
Plan
a university-school level context
at the faculty of education KKUand school
implementation of the lesson into each school and observation
lesson evaluation and reflection every period and once a week
Coach, School Coordinator, Teachers, Researcher
School Co. Teachers, Researcher, Coach
School Co. Teachers,
Researcher, Coach
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Process of Lesson Study and Open Approach for Teachers
Professional Development
Study of teaching materials (Plan)
Lesson Study (Do)
Lesson Discussion meeting (See)
Social and Cultural ContextSocial and Cultural Context
Adapted from: The history of Japan’s Educational Development, 2004
Social and Cultural Social and Cultural Context Context
Social and Cultural Social and Cultural Context Context
Open- ended Problem Situation
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Lesson Study (Plan)Lesson Study (Plan)
School Co.School Co.
ResearcherResearcher Teachers
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Lesson Study (DO)Lesson Study (DO)
CoachCoach
School Co.School Co.
TeachersTeachers
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Lesson Study (See)Lesson Study (See)
School Co.School Co.CoachCoachTeacher
of the class
Principal
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Students presented their ideas
in whole-class discussion
Usual class scenario atKookham Pittayasan School in the first year
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In Classroom Context: Students working together
Open Forum at Chomchon Ban Chonnabot School in the first year
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Results I:What changed with teachers,
students after one year passed?
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Changed in Teachers’ Beliefs and Values
about Teaching Mathematics1. Collaboratively constructing lesson
plan and reflecting regularly made the teachers more understanding with lesson plan, in turn, affecting ways to collect and follow student’s ideas, and how to organize whole class discussion
2. Beginning to value their students and their classes, which in turn, making them happier, more being confident with their pedagogical stance
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Changed in Teachers’ Beliefs and Values
about Teaching Mathematics1. Created new culture in working
together in school2. Created in-school supervision3. Created networking between teachers
and supervisors which support constructive critiques
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Changed in Teachers’ Beliefs and values
about Teaching Mathematics1. Concerned with the balance between
new roles and former roles2. Concerned with how to construct
lesson plan to be opened3. Concerned with how to record (e.g.,
journalizing) what happened in their own classrooms
4. Feel difficulty to discuss students’ ideas occurred in the classroom
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Results II: What changed with
students after one year passed?
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Results of the Results of the survey atsurvey at
Chumchon Chumchon Banchonnabot SchoolBanchonnabot School
Khon Kaen Khon Kaen 44 of 144 of 1stst Grade Grade87 of 487 of 4thth Grade Grade
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1more chance to express themselves 7 feel like independent period
2more thinking 8 being oneself more valuable in the class
3more relaxing 9more chance to do hands-on activities
4 using more art knowledge 10 be able to summarize thing by themselves
5more friendly classroom environment 11
when think out feel like being genius 6 have a chance to innovate thing 12
others
แผนภู�มิ�แสดงเหตุ�ผลที่�� น�กเรี�ยนชอบที่�� ก�จกรีรีมิโ รีงเรี�ยนช� มิชนบ��นชนบที่
100.00%100.00% 97.73% 95.45%90.91% 88.64% 81.82%
70.45% 68.18%
47.73% 40.91%36.36%
54.02%
77.01%
33.33%
80.46%
33.33%
77.01%
44.83%
63.22% 75.86%62.07%
51.72%
16.09%
0%
20%
40%
60%
80%
100%
120%
1 2 3 4 5 6 7 8 9 10 11 12
Students (%)
ป.1
ป.4
The reasons why they like classroom activities
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Positive changed with students
1 more reasonable 8 better communication with other people
2 more noticeable 9 more approaches to solving problem
3 more cool hearted 10 be able to connect things
4 Know to work with other people 11more enthusiastic
5 more confident with questioning 12
better achievement 6 be able to argue according to his/her own reason
13 others 7 be able to reject the idea they do not agree with
0%5%
10%15%20%25%30%35%40%45%
จ��นวนน�กเรี�ยน (% )
1 2 3 4 5 6 7 8 9 10 11 12 13
ก�รีเปล��ยนแปลงที่�� เก�ดขึ้"# นก�บน�กเรี�ยนจ�กก�รีที่�� ก�จกรีรีมิในด��นบวก
แผนภู�มิ�แสดงก�รีเปล��ยนแปลงที่�� เก�ดขึ้"# นก�บน�กเรี�ยนจ�กก�รีที่�� ก�จกรีรีมิในด��นบวก โรีงเรี�ยนช� มิชนบ��นชนบที่
ป.1
ป.4
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Topic: Number larger than 10
Goal• To create Number Sense in Student and
using handmade wood, block, paper sheet
• To help students realize the meaning of place value.
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Instruction
1. Count pandas and elephants and put them into the base-ten container as fast as you can (first round : count pandas, second round: count elephants)
2. shade in the figure and write down the number of pandas and elephants
Language in Classroom: Thai and Dialect
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Instructional Materials
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20 Counter
(handmade) 2 Base-ten Containers
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Worksheet
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Teaching Scenarios
Introduction• Greeting
• Introduce instructional materials
• Explain instruction to the students
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Group Working
use the counters to put on the picture and count aloud many times
After they finished counting, they put the counter on base-ten (container, block)
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Group Working
Write down the number in the block under the figure
Shade in the figure started from the left
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Whole class discussion
Each group demonstrates their ideas.
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Whole class discussion
Why did you write 13 ? Can we write 31 or 10 3
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Summary
The teacher summarizes what have learned in this period.
Observer Teacher
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