Lesson Study Papers
From APEC HRDWG Wiki
APEC's Education Network (EDNET) is conducting a project, called Classroom Innovations Through Lesson Study, which explores the use of Lesson Study in Mathematics Education. In conjunction with this project, papers have been complied from leading academics specializing in Lesson Study; intended to aid in the development and use of Lesson Study in the APEC Ecnomomies.
| Title | Summary |
| Progress Report of the APEC Project : A Collaborative Study on Innovations for Teaching and Learning Mathematics in Different Cultures among the APEC Member Economies (PDF) | To share research questions and develop collaborative framework for the implementation of innovative scheme in teaching and learning of mathematics. |
| Lesson study in Indonesia (PDF) | State University of Yogyakarta introduced and implemented lesson study activities in two districts, Sleman and Bantul.The results of lesson study activities indicated that there were. |
| Exploring Japanese mathematics lessons: prime and composite numbers" (PDF) | “good” lesson in Japan from two perspectives:learning process and teaching process. theory of didactical situations in a videotaped lesson, which, according to Japanese standards, is a “good” one. |
| The Potential of lesson study in enabling teachers to implement in their classes what they have learned a training program (PDF) | by which lesson study in its stage in the Philippines enabled teachers to plan how good mathematics teaching practices to develop mathematical proficiency among students that they have learned from a teacher training program could be implemented in their own classrooms. |
| Collaborative Studies on Innovations for Teaching and Learning Mathematics in Different Cultures (II): Lesson Study focusing on Mathematical Thinking(PDF) | Project focuses on mathematical thinking, which is a necessary prerequisite for science, technology, economic growth and development. |
| Placing plates (PDF) | This lesson teaches students how to create one large shape by using other smaller shapes, fostering students’ mathematical thinking by connecting numbers and geometry. |
| Area of a circle (PDF) | The teacher challenges students to use, multiple approaches to calculate, the area of a circle. |
| Thinking systematically (PDF) | 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. |
| Multiplication algorithm(PDF) | The preceding lesson considered the product "20 times 3," and the students were encouraged to calculate the number of black circles in the array. |
| Communication in Mathematics: The Role of Language and its Consequences for English as Second Language Students (Revised Version). (PDF) | Present problems pertaining to Bruneian students in terms of communicating using a second language because mathematics is taught in English in Brunei while most of the students are second language users of English. |
| How can we develop classroom communication? With an example of classroom dialectic. (PDF) | Because the Japanese standard focused on the content, mathematics usually means concept and procedure. Many elementary school teachers do not understand the special meaning of ‘mathematical’ communication but they understand well that communication is a method of teaching. the method of teaching is mathematics and mathematical problem solving. |
| Mathematical Communication in Malaysian Bilingual Classrooms. (PDF) | The implementation of mathematical communication in Malaysian bilingual classroom remains challenging and much to be desired. |
| Developing Mathematical Communication in Philippine Classrooms. (PDF) | Describes the importance that the basic education curriculum places on developing in Filipino students effective communication skills also presents the different components of mathematical communication and the teaching strategies to develop it, in Philippine classrooms. |
| The Singapore Mathematics Curriculum and Mathematical Communication. (PDF) | consider various aspects of the curriculum to determine the extent to which the Singapore mathematics curriculum includes mathematical communication |
| Communication as a Process for Students to Learn Mathematical. (PDF) | Discuss the use of the "open-ended approach" to encourage students to communicate with each other as they learn mathematics. |
| Research process, Changes and Implementation of Mathematics Curriculum Standard of China. (PDF) | Introduces briefly the research process, changes and implementation of mathematics curriculum standard of China. |
| Reflections on Mathematical Communication from Taiwan Math Curriculum Guideline and PISA 2003. (PDF) | Thoughts on mathematical communication. confine the meaning of mathematical communication if it is going to be in the mathematics curriculum then it must have clear guideline for instruction methods, teaching materials and assessments. |
| REPORT: Mathematical Communication through Proof and Representation. (PDF) | Discuss the component of mathematics communication in the Hong Kong mathematics curriculum, how mathematics communication can be developed in the classroom through the mathematics tasks in finding the greatest product of multiplication. |
| Communication and the development of mathematical thinking Francisco Cerda Bonomo. (PDF) | Creating and developing mathematical language. Processes trigged off by certain kinds of activities. |
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Why focusing in representation. From a semiotic to a purely mathematical approach. (PDF) | States: representation is not only something that mathematicians also do, but that is in fact at the heart of the mathematical activity. |
| Key Questions for Focusing on Mathematical Communication (PDF) | Increase in the use of symbols and mathematical concepts in the processes of social communication, the basic education in mathematics has been forced to incorporate the codification and decodificación of these elements. |
| Enhancing Classroom Communication to Develop Students' Mathematical Thinking (PDF) | Reform curriculum in Vietnam tries to lessen the training of basic skills and procedures in mathematics but increases more hands-on activities to help students grasp the mathematics ideas and develop mathematical thinking. |
| The Teaching and Learning Mathematics in Honduras. (PDF) | Problem of the real curricula of mathematics in the educational levels of our educational system is the importance of the mathematics like communication process. |
| The Mountain-Climbing Learning Method to Activate Communicative Ability in Mathematics Classroom. (PDF) | Method aims to make functional network of the knowledge and information for creativity development in students' mind. |
| Professional Development: An Australian Case: The power of One-to-One Assessment Interviews. (PDF) | benefits to teachers’ professional development of the use of task-based, one-to-one assessment interviews with students of early and middle years mathematics |
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| Intended to provide some ideas about how to conduct lesson study for the educators who are interested in implementing lesson study in their schools and school districts. |
| Discuss about a case for developing a good teacher’s perspective through Lesson Study in terms of Japanese meaning with technology. | |
| Current situation of the Mathematical Education in Chile and a strategy developed by an University and the Ministry of Education to improve learning in the first four years of the primary school | |
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| continuing professional development of teachers has been strongly advocated in Hong Kong, and one of the means for professional development of the teachers is through lesson study, where teachers of the same school work together to study their own lessons for the improvement of classroom teaching. In this paper, an example of a lesson study in Hong Kong in the subject area of mathematics will be reported. Reflections through VTR of Japanesse context of teaching practice resulting teachers’ perception that it was a good model of mathematics teaching that can possibly be implemented in Indonesia. |
| The Faculty of Mathematics and Science, the State University of Yogyakarta introduced and implemented lesson studies activities in two district Sleman and Bantul. results of lesson studies activities indicated that there were significantly improvement of teaching learning of secondary mathematics in term of teachers’ competencies and students’motivation. | |
| In order to raise teacher's ability based on concrete practice example about the study method introduces what kind of practices and “good practice” for Teaching and Learning Mathematics through Lesson Study. | |
| Understanding on the characteristics of the lesson which is often recognised as a “good” lesson in Japan from two perspectives: learning process and teaching process. | |
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| Elements of good practice in mathematics teaching as defined by the Malaysian mathematics teachers. |
| Describes the possible ways by which Lesson Study in its stage in the Philippines enabled teachers to plan how good mathematics teaching practices to develop mathematical proficiency among students that they have learned from a teacher training program could be implemented in their own classrooms. | |
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Overcoming the barriers to introduce lesson study in South Africa. (PDF) | looking at the introduction of Outcomes Based Education in South Africa, and the implications thereof. To understand the implications of the implementation of the concept of Lesson Study in South Africa, through the historical perspective of the process of the development of Education in South Africa. |
| Lesson Study for developing good lesson, adopted a lesson study cycle comprising planning, implementing and observing ,discussing and reflecting in economy. | |
