Implementation of Lesson Study in Undergraduate to Improve Mathematics Communication Ability (original) (raw)
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Increasing students' mathematics learning levels via lesson study
Journal of Family, Counseling and Education, 2022
The aim of the study was to test the effect of teachers' professional development upon students' mathematics academic achievement levels with the help of lesson study. In this manner, the study aimed at increasing students' mathematics learning levels via lesson study. Action research was used as research method in the study. The sample of the study was consisted of 32 6 th-grade students who were studying at the school having lower academic success. Four different learning outcomes about "natural numbers activities" were tried to develop in the process of implementation of the study. The achievement test called as "the achievement test about natural numbers activities" was used as data collection instrument which was developed by the researchers. According to the findings of the study, there was significant difference between academic successes of the students. Lesson study is designed to support students' learning by choosing a lesson, a subject and an aim. According to the study's findings and results, it was seen that the lesson plan, research lesson, new teaching strategies and materials, which were prepared with different views altogether, made the students' learning levels and qualities increase and also develop reasoning.
EFFECT OF LESSON STUDY ON SENIOR SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN MATHEMATICS
Journal of Science, Technology, Mathematics and Education (JOSMED), 2019
There is no gainsaying that students' performance in mathematics in both internal and national examinations in Nigeria is at a low ebb. This low level of performance demands that a review of the strategies for the teaching and learning of the subject be done. In an attempt to remediate this situation, the study investigated the effect of lesson study on senior secondary school students' achievement in mathematics. The quasi-experimental pre-test, post-test non-equivalent control group research design was adopted for the study which involved a total of310 students (141males and 169females). The instrument for data collection was the adopted Group Embedded Figures Test and a validated Mathematics Achievement Test. Analysis of data gathered revealed that there was a significant main effect of treatment on students' achievement in mathematics in favour of the lesson study strategy. The field dependent students benefitted more than the field independent students while male students also achieved better than their female counterparts. However, cognitive style and gender did not have significant main effects on students' achievement in mathematics. The interaction effects of treatment and cognitive style, treatment and gender, gender and cognitive style as well as treatment, gender and cognitive style were all observed to be statistically non-significant. Recommendations included that teachers should embrace lesson study in developing mathematics lesson plans to enhance students' learning of the subject and they should attempt to identify the cognitive style of their students so that they will know how best to teach them.
The paper presented issues of concern related to the observation of lesson study activities, for three rounds in Sumedang, West Java, Indonesia, and comparing with the results of observation for several weeks at some state schools in Maebashi, Japan. Issues of concern focused on several possibilities to promote better mathematics learning in Indonesia, which can facilitate students to improve mathematical thinking or mathematical understanding. The result of observation indicates the presence of interesting issues that need to be considered in depth, among others: classroom settings, types of problem, group working, anticipation of didactical and pedagogical situation for enhance classroom communication, student’s presentation, teacher’s intervention, teacher’s reflection, teacher’s intervention, and teacher’s reflection.
2020
This study aims to describe the quality of mathematical communication skills of students who are given learning using the Realistic Mathematics Learning approach to the fraction material. This type of research is a qualitative descriptive case study. The subjects of this study were 40 grade students of Medan Markus Private Elementary School, then the subjects were analyzed qualitatively in terms of ability indicators (high, medium and low), aspects of errors and aspects of empty answers. The research instruments consisted of: tests of mathematical communication skills and interview guide sheets. Data analysis techniques include data collection, data reduction, data presentation, and drawing conclusions. The results showed that mathematics learning in class V at Markus Medan elementary school was still not optimal, this was due to the lack of trust of students in solving the problems given which was seen from students who were less enthusiastic and did not pay attention to the implementation of learning, and mathematical communication skills of class V students. Overall students' mathematical communication skills are good. This is because most students have met several indicators of mathematical communication skills, namely the ability to connect real objects to mathematical ideas, the ability to express everyday events with mathematical symbols in presenting mathematical ideas in writing and the ability to explain ideas. daily situations and mathematical relations, in writing or in pictures. In this study, students can describe the appropriate structure on the problem, namely the area of the garden.
Discovering Mechanisms of Changes during Lesson Study in Mathematics Classroom
In the current study the Main purpose is to use a new model of lesson study which discover mechanisms of change in the mathematics classroom. In this regard, six secondary school mathematics teachers and one professor of mathematics education cooperation for developing a new lesson which related to concept of trigonometry. This study administrated in 6 months and all members participate in 6 sessions for developing 3 research lessons. Indeed, lesson study was used as research design in current study. Results of this study show that the modified lessons which developed through respiting lesson study cycle in 3 times, work effectively and teaching method of mathematics' teachers was enhanced caused by this lesson study experience. Analysis of data reveals the mechanism of changes during this lesson study which are common attention, share experiences, observe challenges of teaching in the classroom, and feel the need and urgency of change. Furthermore, participants in this study mentioned some benefits of doing lesson study as affordances which are considering students' needs, increasing teachers' capability in the process of teaching and learning mathematics when students work in the group. Participant teachers in current study discussed about difficulties of using lesson study in their mathematics classroom.
Devotion : Journal of Community Service
This study aimed to determine the improvement of students' mathematical communication skills in relation and function materials through the Reciprocal Teaching learning model in class VIII of SMPS National Development Pangkalan Susu. The researchers used classroom action research (CAR) which is carried out in 2 cycles, each cycle was carried out in 2 meetings. The subjects in this study were students of class VIII of SMPS National Development Pangkalan Susu, totaling 22 people. Data collection techniques used were teacher and student observation sheets, and tests of mathematical communication skills. The test was carried out 3 times, namely a diagnostic test, a test for mathematical communication skills I, and a test for mathematical communication skills II. The results of the research at the time of the diagnostic test showed that the students' mathematical communication skills in explaining/writing the elements were known, the elements were asked and concluded correctly an...
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING
This research is motivated by the low mathematical communication skills of elementary school students who need a learning approach to overcome these problems. The alternative approach used is a scientific approach to peer tutoring. This study aims to examine whether the mathematical communication skills of students who use scientific learning are better than those who use ordinary learning to be reviewed from each stage of the cycle. The research method used is a qualitative method in the form of Classroom Action Research (CAR). In each cycle, learning is given first and then given a test. The population in this study were students of SDN 074 Ayudia Kota Bandung class V, while the sample was VB class. Data collection in this study is in the form of tests in each cycle, then the score data of mathematical communication skills are analyzed by descriptive statistics. Based on the results of the study, the authors concluded that students' mathematical communication skills increased ...
Implementation of Lesson Study in Mathematics Learning Based on Student Cognitive Style
Proceedings of the International Conference on Applied Science and Engineering (ICASE 2018), 2018
The research on the implementation of the lessson study aims to obtain information on students' readiness in learning mathematics based on their cognitive style. There are two types of students', field dependent and field independent cognitive styles. The method of obtaining information on students' readiness in learning mathematics through this first lesson study phase is that the plan is an initial activity with the lesson study team to discuss various preparations which needed. The second stage is the process of observing during the lesson study process in the classroom, the main observation of observers at the lesson study is to emphasized when students have questions and answers between lecturers and students and when students discuss in groups. The last stage is seeing as a form of evaluation of conclusions through lecturer model expressions and various findings from all observers in order to improve and be analyzed by researchers. Information on student readiness in mathematics learning becomes a reference for lecturers' preparation in preparing the necessary tools, models or learning methods. Early preparation by the lecturer can support the peak achievement of students during learning.