Overview of IMPULS/ Key features of LS in Japanese context/ Bowland Japan

Keiichi 　 Nishimura, Ph.DTokyo Gakugei Univ.

How many Math Research Lessons do you have each year?

Primary

Junior H.

High

PrimaryJunior H.High

（ IMPULS, 2013 ）

Types of Research Lesson

Primary

Junior H.

High

Within school

1nitial or 10th year training

RegionalModel school

Private

Why do we have any LS?What do we learn through LS?

Three Levels of Teaching

Level 1: Teachers can tell students important basic ideas of mathematics such as facts, concepts, and procedures.

Level 2: Teachers can explain the meanings and reasons of the important basic ideas of mathematics in order for students to understand them.

Level 3: Teachers can provide students opportunities to understand these basic ideas, and support their learning so that the students become independent learners.

Typical Schedule of planning lesson

6weeks

Change the lesson plan several times

What do the teachers get through the process?

Skill for improving continuously through collaboration

Not just developing a good lesson plan

Good colleagues within school Good supervisor Good “Koshi” –final commentator

A unique feature of Japanese Lesson Study is the way it enables teachers to improve continuously through collaboration with their colleagues. As an international center of Lesson Study in mathematics, Tokyo Gakugei University and its network of laboratory schools will help teacher professionals from throughout the region learn about lesson study and will thereby prepare them to create in their own countries’ systems for long-term, independent educational improvement in mathematics teaching.

So we need ….

On the other hand …

Question A : I am interested in the things

I learn in Mathematics.

Question B : I think how the Mathematics I have learnt

can be used in everyday life.

（ PISA2003）

0

10

20

30

40

50

60

70

80

90

0 10 20 30 40 50 60 70 80 90

Question A Netherlands

Korea

UKFinland

Hong Kong

Question　B

%

%

◆ 　 country

16

The average percentage of positive response for both

question

Mathematical Process Skills of University Students in Japan

（Yanagisawa＆Nishimura,　2013）

理工農経済経営

法政治社会

文学語学

0% 10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

レベル 1 未満レベル 1

レベル 2

レベル 3

レベル 4

レベル 5

Level 1 Level 2 Level 3 Level 4 Level 5

Departme

nt

Literature

Sociology

Law/

Political

Economic

s

Science

Level 3-5

（ Malcolm, 2012 ）

25

“Textbook” Concept tasks

Problem

“Authentic” Problem solving tasks

tasks

Who chooses the mathematical ideas to employ?

What have we learned from Bowland UK?

Effectiveness of Case Study that focus on process skills

Importance that the project has some assessment tasks and professional development modules.

We must study “Neriage” for process not content.

The memeber…

Report of Research Lesson

We have some monthly magazines for teacher.

Research Theme Problem Research Lesson Discussion Final Comment

In the near future ….