Collaborative Studies on Innovations for Teaching and Learning Mathematics in Different Cultures
From APEC HRDWG Wiki
The APEC-Tsukuba International Conference III was broadcast live from Tokyo on December 9-10, 2007. The project has produced useful papers describing lesson study, mathematical thinking and videos of classroom instruction.
This Project has developed a collaborative network of Lesson Study experts among member economies. Key products include lesson plans and videos from APEC members, including many economies whose students score highest on the Trends in International Mathematics and Science Study (TIMSS). Masami Isoda & Shizumi Shimizu (University of Tsukuba, Japan) and Maitree Inprasitha and Suladda Loipha (Kohn Kaen University, Thailand) are Project Overseers. Akihiko Takahashi (DePaul University, U.S.) directs the Lesson Study Wiki Pilot Project Taskforce.
Contents |
2006
APEC - TSUKUBA International Conference
Background
At the third APEC Education Ministerial Meeting held on April 29-30, 2004 in Santiago, the ministers defined four priority areas for future network activities, one of which was “Stimulating Learning in Mathematics and Science”. Based on this priority, the project “A Collaborative Study on Innovations for Teaching and Learning Mathematics in Different Cultures among the APEC Member Economies” was approved by the APEC Member Economies in August 2005. The following thirteen economies have participated in this project: Australia, Chile, China, Japan, Hong Kong, Indonesia, Korea, Malaysia, Philippines, Singapore, Thailand, USA, and Vietnam.
Aims of Project
1. To collaboratively develop innovations on teaching and learning Mathematics in different cultures of the APEC Member Economies
2.To develop collaborative framework involving mathematics education among the APEC Member Economies. The project focuses on the effective practices in school classroom produced by Lesson Study and ways of professional development through the Lesson Study in each Member Economies.
Implementing Lesson Study in economies
1. Experimenting Lesson Study
Specialists get started to use Lesson Study in each economy to exemplify The meaning of good practices. Specialists from thirteen economies engaged in the practice.
2. Sharing the results of Lesson Study by videos Specialists observed the local mathematics classes and observed classes conducted by a Japanese teacher. They also reported the results of each research Share the ways to describe good practices through videos.
3.Producing videos of Lesson Study for teacher education
Specialists have tried to expand the Lesson Study for in-service, teacher education by organizing Lesson Study workshop for local school teachers in Economies, such as Chile and Thailand. Through these activities, Lesson Study,Videos were produced as examples of good practices.
Results in order to reach aims: Developing innovations by focusing on good practices
Clarifying the meaning of good practices Specialists/project overseers tentatively propose the meanings of good practices in mathematics education with the following conditions.
- They must be visible, recordable in the classroom and can be showed to other people
- They may be known as good approaches in an economy
- There is at least one teacher who is well known by that approach
- They may be known as being useful to reform mathematics education in an economy
- Many teachers may have their wish to do the same approach
- They may be known as being useful for teacher education (pre-service or In-service)
Traditional values
In order to collaboratively develop innovations on teaching and learning mathematics,this project focused on gathering good practices using videos from specialists in each economy and discussed ‘what is good’, ‘why it is good’ and ‘how the teacher can develop such a good practice.’ While we as specialists discussed these points through the videos, we have learned that how each good practice has been done on different cultural setting. With recognizing these differences as our mirrors, we could revalue our good practices from different perspectives. We also get the ideas and methods for developing innovations to be implemented in mathematics classrooms in APEC member economies.
Lesson Study Videos
|
Speaker |
Economy |
Title |
|
Maitree Inprasitha |
Thailand |
Development of Effective Lesson Plan through Lesson Study Approach: a Thai Experience In Thai with English subtitles and lesson plan. |
|
Tran Vui |
Viet Nam |
Research Lesson on the Property of the Three Medians in a Triangle I Vietnamese with English subtitles and lesson plan. |
|
Hiroshi Tanaka |
Thailand |
The Game Using the Block (1st grade) At Khon Kaen University in Thailand. In Japanese with Thai translation and English subtitles. |
|
Yoshikaza Yamamoto |
Thailand |
Device for Calculating(6th grade) At Khon Kaen University in Thailand. In Japanese with Thai translation and English subtitles. |
|
Satoshi Natsusaka |
Thailand |
At Srinakharin Wirot University in Thailand. In Japanese with Thai translation and English subtitles. |
|
Takao Seiyama |
Thailand |
Difference of Numbers (1st grade) At Srinakharin Wirot University in Thailand. In Japanese with Thai translation and English subtitles. |
|
Yasuhiro Hosomizu |
Chile |
How Many Marks are There? (6th grade) At Catholic University of Temuco in Chile. In Japanese with Spanish translation. |
|
Takeshi Miyakawa |
Japan |
Exploring Japanese Mathematics Lessons: Prime and Composite Numbers In Japanese with English subtitles. |
|
Soledad A. Ulep |
Philippines |
Developing the Meaning of a System of Linear Equations in Two Variables Video in English. |
2007
Innovations for Teaching and Learning Mathematics in Different Cultures II- Lesson Study focusing on Mathematical Thinking
Overview
This conference, managed by the Center for Research in Mathematics Education (CRME) at Khon Kaen University (Thailand) and the Center for Research on International Cooperation in Educational Development (CRICED) at the University of Tsukuba in 2007, was approved in 2006 at the APEC Ministerial Meeting held in Hanoi, Viet Nam. The contributors acknowledged that mathematical thinking is the base for "science, technology, economic growth, and sustainable development in a knowledge-based society" and our global economy and thus we must explore new avenues of teaching and learning such as lesson study.
The goals of the project included:
- Sharing ideas and methods of mathematical thinking
- Develop teaching methods in mathematical thinking through lesson study within APEC member economies.
APEC economies' specialists attended four lectures discussing mathematical thinking, four Japanese classrooms conducting research lessons, and group discussions to debate the framework of mathematical thinking.
Each specialist at the conference presented his/her report and related to the following three questions through examples:
- How is mathematical thinking defined in your curriculum documents and your lesson?
- What is your key window for considering mathematical thinking?
- How can we develop mathematical thinking through the lesson?
The purpose of these reports was to develop ideas about teaching techniques so that teachers could utilize them and create more effective lessons.
Conference attendees met in working groups and discussed mathematical thinking. The working groups produced the following recommendations for developing teaching approaches:
- Specify the mathematical thinking
- Select a task for the lesson that develops the specified mathematical thinking
- Consider teachers' activities and anticipated pupil responses
- Identify indicators of mathematical thinking
Program
|
Speaker |
Economy |
Document |
|
Kaye Stacey |
Australia | |
|
David Tall |
The United Kingdom |
Encouraging Mathematical Thinking that Has Both Power and Simplicity |
|
Fou Lai Lin |
Chinese Taipei |
Designing Mathematics Conjecturing Activities to Foster Thinking and Constructing Actively |
|
Yeap Ban Har |
Singapore |
Developing Mathematical Thinking in Singapore Elementary Schools |
|
Lin Chap Sam & Hwa Tee Yong |
Malaysia |
Promoting Mathematical Thinking in the Malaysian Classroom: Issues and Challenges |
|
Soledad A. Ulep |
Philippines |
Enhancing Elementary School Mathematics Teachers' Mathematical Thinking through In-servics |
|
Shiego Katagiri |
Japan | |
|
Peter Gould |
Australia |
"Developing mathematical reasoning through argumentation" |
|
Madihah Khalid |
Brunei Darussalam |
"Mathematical Thinking in Brunei curriculum: implementation issues and challenges" |
|
Marsigit, Atmini Dhouri, Sugiman & Ali Mahmudi |
Indonesia |
"Lesson study: promoting student thinking on the concept of least common multiple (LCM) through realistic approach in the 4th grade of primary mathematics teaching" |
|
Masami Isoda |
Japan |
"Developing mathematical thinking in classroom" |
|
Kazuyoshi Okubo |
Japan |
"Mathematical thinking from the perspectives of problem solving and area of learning contents" |
|
Inchul Jung |
The Republic of Korea |
"Perspectives on mathematical thinking in Korea" |
|
Maitree Inprasitha & Suladda Loipha |
Thailand |
"Developing student's mathematical thinking through lesson study in Thailand" |
|
Soledad A. Ulep |
The Philippines |
"Developing mathematical thinking through problem-based lessons" |
|
Patsy Wang-Iverson |
The United States of America |
"Developing mathematical thinking through lesson study: overcoming barriers to effective implementation" |
|
Shangzhi Wang, Dan Zhang &Siming Zhang |
The People's Republic of China |
"Mathematical thinking in primary school and junior high school" |
|
Chang-Shou Lin & Su-Chin Lin |
Chinese Taipei |
"Some remarks on mathematical thinking in education" |
|
Cheng Chun Chor Litwin |
Hong Kong, China |
"Development of mathematical thinking in Hong Kong schools" |
|
Tenoch Cedillo & Marcela Santillan |
Mexico |
"Mexican perspective on mathematical thinking" |
|
Mag. Francisco Cerdo Bonomo |
Chile |
"Mathematical thinking like angular stone in the understanding of real world phenomenon" |
|
Tran Vui |
Viet Nam |
"Developing mathematical reasoning through argumentation" |
Lesson Study Videos
|
Video |
Economy |
Summary |
| "Area of the Circle"
Grade 5 |
Japan |
This research lesson was presented at the University of Tsukuba Elementary School in Tokyo. Its purpose is to strengthen students' academic ability through relishing the joy of thinking. The teacher challenges students to use, multiple approaches to calculate, the area of a circle. |
|
Grade 2 | Japan | |
|
Grade 3 |
Japan |
This 50-minute research lesson was presented at Sapporo City Maruyama Elementary School to a class of 40 students. It is the fourth in a series of 13 lessons. The preceding lesson considered the product "20 times 3," and the students were encouraged to calculate the number of black circles in the array. |
|
Grade 6 |
Japan |
This research lesson was presented at Sapporo City Hokuto Elementary School to a class of 27 students. It focuses on finding the value of two quantities that satisfy two conditions. |
