Development of program for “Global Lesson Study” in mathematics education (original) (raw)
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2014
The century in which we live, Elvin Toffler declares, called 'the Wisdom Century'. Therefore the education of the 21 st century should foster thoughtful and disputatious people, who are able to discuss, criticize, and make decision, process information, choose, and be responsible persons as well. Thus, the role of teachers as the main training agent, in achieving this goal, is so significant and noticeable, for teachers with no skill and professional expertise are not deserved to train pupils properly. Recently, lesson study which its headquarter is Japan, as a strong tool to math teachers' professional development, attracts so much attention to itself, and researches through exact studying of that, represented local models matching economic, social, and cultural conditions of their countries. In this paper, we represented different lesson study models after considering and giving exact description of Japan math lesson study, and eventually considering lesson study lo...
Educational Studies in Mathematics, 2020
This paper reports the results of an international comparative study conducted in Switzerland and Japan of an elementary school mathematics lesson. The principal aim of the study was to advance understanding of the cultural specificities of a mathematics lesson in its totality using concrete examples of lesson design and implementation and of how cultural factors within and beyond the classroom/school shape and produce mathematics lessons in a particular country. We analysed two Grade 4 mathematics lessons designed and implemented in Switzerland and Japan by pre-service teachers in the context of a project-based international exchange programme. The lesson, initially designed collaboratively by the pre-service teachers of the two countries, was ultimately realised in different ways in each country. Specifically, we found differences between the Japanese and Swiss lessons in the structure of the lesson and validation of solutions. To elucidate these differences and identify the cultu...
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This paper investigates the resources the student-teachers used to design and implement grade 4 mathematics lessons in the context of a project-based international exchange programme between Switzerland and Japan. The lesson, initially planned together by nine student-teachers of the two countries, was implemented separately in each country. In spite of the collaborative design of a lesson, its enactment was quite different. The analysis of the resources (namely lesson plan, curricula, and textbooks) allows us to identify the elements that yield the differences between the two lessons.
2011
Learning together through international collaboration in teacher education in Malaysia Chapter 5 The main research findings 5.1 The collaborative approach to the project Key themes The collaborative approach to the project 5.2 The Action-Reflection-Modelling (ARM) approach to learning and teaching Key themes The Action-Reflection-Modelling (ARM) approach to learning and teaching 5.3 Learning and teaching strategies and objectives Key themes Learning and teaching strategies and objectives 5.4 Effective learning and teaching Key themes Effective learning and teaching 5.5 Changes and future developments Key themes Changes and future developments 5.6 Learning and teaching primary mathematics in English Key themes Learning and teaching primary mathematics in English Chapter 6 Professional benefits from learning together through international collaboration in teacher education in Malaysia 6.1 Reflections on professional benefits 6.2 Insights from a newly qualified teacher Research Findings Benefits Mission and objectives The mission of the Ministry of Education Malaysia is: 'To develop a world-class quality education system which will realise the full potential of the individual and fulfill the aspiration of the Malaysian nation' (Ministry of Education Malaysia website, <www.moe.gov.my>, 2010). The objectives of the Ministry are: • 'To produce loyal and united Malaysians. • To produce happy, well mannered individuals who have faith, knowledge and vision. • To prepare the nation´s human resource for development needs. • To provide educational opportunities for all Malaysians.'
Journal of Mathematics Teacher Education
This paper describes a Lesson Study in which in-service mathematics secondary-school teachers, collaborating with researchers, involve grade 10 students in tessellation problems. The data are collected by an experiment carried out in the context of the “Liceo Matematico” project, with three volunteer teachers. The experiment goal was to craft a collaborative design of the research lesson between teachers and researchers. The research aim of the paper is to examine the use of Lesson Study in the institutional and cultural context of Italian secondary school with the use of Cultural Transposition as a theoretical framework. The research is qualitative with idiographic aims, based on video research. The educational aim of the research is to provide a solid basis for a revamped in-service teacher education first in the context of the project, then in curricular context. Semiotic mediation is used to provide, within Lesson Study, the conceptual framework for teachers and researchers coll...
Proceedings of the Eight International Conference of the Mathematics Education into the 21st Century Project Reform Revolution and Paradigm Shifts in Mathematics Education Hotel Eden Garden Johor Bahru Malaysia Nov 25th Dec 1st 2005, 2015
Th he e M Ma at th he em ma at ti ic cs s E Ed du uc ca at ti io on n i in nt to o t th he e 2 21 1 s st t C Ce en nt tu ur ry y P Pr ro oj je ec ct t U Un ni iv ve er rs si it ti i T Te ek kn no ol lo og gi i M Ma al la ay ys si ia a Reform, Revolution and Paradigm Shifts in Mathematics Education
repository.upi.edu
Since its establishment in last five years, Lesson Study is now viewed as a promising and powerful approach to professional development of educator in Indonesia. In this case, Lesson Study is defined as a process by which teachers and teacher educators work collaboratively to critically improve the quality of classroom practice through a planning, observation and reflection cycle for lesson planning and delivery ). This paper describes the nature of Lesson Study implementation at FOMASE UPI with partnering mathematics and science teacher groups in West Java province. Firstly, the author outlines the underlying principles, the issues and the context of Lesson Study program in which JICA counterpart takes key roles, then presented is lessons learnt from and a critical analysis given of, implementation of Lesson Study. Secondly, a proposed framework based on analysis of current practices is provided as substantive aspect for further development of a sustained and valuable program. In addition, this paper discusses the linkage of Lesson Study to pre-service and in-service teacher education and future direction of Lesson Study implementation in Indonesia.
Change in mathematics teaching practices through an international teacher exchange program
2015
Changing mathematics teaching practices among elementary and secondary teachers was studied across two groups of teachers, one from Guatemala and the other from the United States. Teachers participated in the International Teacher to Teacher Exchange program that offers teachers in the two countries an opportunity to explore each other's cultures and mathematics teaching methods, for the purpose of changing instructional practices. Researchers examined individual action research plans, implementation, reporting strategies, and perceived changes of teachers. Concerns Based Adoption Model instrumentation was used to determine stages of concerns and levels of use of the Action Research innovation. Results of document analysis, interviews, and observations indicated that five of six teachers changed practices with variance across the group, with only four changing practices in mathematics. All teachers reported they benefited from the exchange and noted that the changes they made we...
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.