Contexts for Developing

Mathematical Thinking in

Mathematics Classroom through

Lesson Study Maitree Inprasitha

Center for Research in Mathematics Education

Khon Kaen University, Thailand

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)

Today topics

• Introduction on the Lab School Project

• Contexts for Developing Mathematical Thinking

• Results with teachers and students

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

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

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

Coach, school teachers, school coordinator, and parents shared their understanding on how to

implement LS as innovative teaching

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

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

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

Lesson Study (Plan)Lesson Study (Plan)

School Co.School Co.

ResearcherResearcher Teachers

Lesson Study (DO)Lesson Study (DO)

CoachCoach

School Co.School Co.

TeachersTeachers

Lesson Study (See)Lesson Study (See)

School Co.School Co.CoachCoachTeacher

of the class

Principal

Students presented their ideas

in whole-class discussion

Usual class scenario atKookham Pittayasan School in the first year

In Classroom Context: Students working together

Open Forum at Chomchon Ban Chonnabot School in the first year

Results I:What changed with teachers,

students after one year passed?

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

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

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

Results II: What changed with

students after one year passed?

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

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

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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

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

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ป.1

ป.4

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.

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

Instructional Materials

20 Counter

(handmade) 2 Base-ten Containers

Worksheet

Teaching Scenarios

Introduction• Greeting

• Introduce instructional materials

• Explain instruction to the students

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)

Group Working

Write down the number in the block under the figure

Shade in the figure started from the left

Whole class discussion

Each group demonstrates their ideas.

Whole class discussion

Why did you write 13 ? Can we write 31 or 10 3

Summary

The teacher summarizes what have learned in this period.

Observer Teacher