Contexts for Developing Mathematical Thinking in Mathematics Classroom through Lesson Study

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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 Project2006 - 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
Ministry of Education
OBECOKMD
One university professor
Coach
School 1
School 2
- a school coordinator - Graduate Students -
Teachers - educational supervisors - School
Principal
- a school coordinator - Graduate Students -
Teachers - educational supervisors - School
Principal
Graduate Program
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A Model for Implementing Lesson Study into
School Context
Participants
Preliminary Workshop 1 day (option)
Coach
School Coordinators
Young Researchers
Intensive Workshop 2-4 days
Teachers
Educational Supervisors
Principals
Implementing Lesson Study into School
System 3 yrs
Parents
Students
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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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a university-school level context
Coach, School Coordinator, Teachers, Researcher
at the faculty of education KKU and school
School Co. Teachers, Researcher, Coach
Do
See
lesson evaluation and reflection every period and
once a week
implementation of the lesson into each school
and observation
School Co. Teachers, Researcher, Coach
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Process of Lesson Study and Open Approach for
Teachers Professional Development
Open- ended Problem Situation
Social and Cultural Context
Study of teaching materials (Plan)
Social and Cultural Context
Lesson Discussion meeting (See)
Lesson Study (Do)
Social and Cultural Context
Adapted from The history of Japans Educational
Development, 2004
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Lesson Study (Plan)
Researcher
Teachers
School Co.
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Lesson Study (DO)
Teachers
School Co.
Coach
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Lesson Study (See)
Coach
Principal
Teacher of the class
School Co.
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Students presented their ideas in whole-class
discussion
Usual class scenario at Kookham 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 IWhat changed with teachers, students
after one year passed?
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Changed in Teachers Beliefs and Values about
Teaching Mathematics

• Collaboratively constructing lesson plan and
  reflecting regularly made the teachers more
  understanding with lesson plan, in turn,
  affecting ways to collect and follow students
  ideas, and how to organize whole class discussion
• 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 Mathematics

• Created new culture in working together in school
• Created in-school supervision
• Created networking between teachers and
  supervisors which support constructive critiques

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Changed in Teachers Beliefs and values about
Teaching Mathematics

• Concerned with the balance between new roles and
  former roles
• Concerned with how to construct lesson plan to be
  opened
• Concerned with how to record (e.g., journalizing)
  what happened in their own classrooms
• 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 survey at Chumchon Banchonnabot
SchoolKhon Kaen 44 of 1st Grade87 of 4th Grade
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The reasons why they like classroom activities
1 more chance to express themselves
7 feel like independent period 2 more thinking
8 being oneself more valuable in the class 3
more relaxing 9 more chance to do hands-on
activities 4 using more art knowledge 10 be
able to summarize thing by themselves 5 more
friendly classroom environment 11 when think out
feel like being genius 6 have a chance to
innovate thing 12 others
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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
  11 more 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

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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

• 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)
• 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
Shade in the figure started from the left
Write down the number in the block under the
figure
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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
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Summary
Observer
Teacher
The teacher summarizes what have learned in this
period.
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