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Process Designing Mathematical Tasks on Addition of Teachers Using Lesson Study  [PDF]
Katanyuta Bangtho, Narumol Inprasitha, Maitree Inprasitha
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.616170
Abstract: This research was aimed at investigating the process of designing mathematical tasks on addition of teachers using lesson study. It employed the qualitative research method. An analysis was performed on data obtained from discussion protocols of the Lesson Study team during the development of lesson plan of Unit 8: Addition (2) and questionnaire on the designing of mathematical tasks. Results of the research indicated that the lesson study team utilized the following processes for designing mathematical tasks: 1) determining the lesson goal; 2) interpreting the mathematical tasks; 3) identifying the use of mathematical tasks; and 4) anticipating students’ approaches.
Teachers Learning about Teaching Practice in a Modify Lesson Study  [PDF]
Nisakorn Boonsena, Maitree Inprasitha, Narumon Changsri, Gabriel Matney
Psychology (PSYCH) , 2019, DOI: 10.4236/psych.2019.107064
Abstract: Developing innovations in teaching and learning mathematics by focusing on the process of developing and sharing good practices was more important than importing good practice from other places (Inprasitha, Isoda, Wang-Iverson, & Yeap, 2015b). Similarly, the Lesson Study project in Khon Kaen University and the (CO)2MP Elementary project in the United States seek to engage practicing teachers in developing their instruction of mathematics through Lesson Study incorporating Open Approach (Inprasitha, 2010) rather than giving them prescribed sets of curriculum to teach. The study examines the teaching practices and learning of teachers in Thailand and the United States as they participated in a modify Lesson Study within their respective schools. Participants included teachers in the Lesson Study Project conducted by Center for Research in Mathematics Education, Khon Kaen University, Thailand and teachers in the Lesson Study Project conducted through the (CO)2MP Elementary grant, Bowling Green State University, the United States. Method: a qualitative research design was used in this study. Data were collected by observations, interviews developed by Changsri (2012). Analysis: interviews were recorded and transcribed. The text from the observation notes and the interviews were considered together and coded for components of teaching practice and teachers learning about teaching practice. These codes were divided into evidence about teaching practice, lesson study systems, or evidence about teachers learning about the effect of lesson study based on Changsri (2012), Inprasitha (2010), and Matney (2014). The results reveal that 1) the components of teaching practice in a modify Lesson Study in Khon Kaen, Thailand and Ohio, United States were found to be similar and consisted of a lesson study team, teaching practices, and support, despite large differences in context and set up. The preparation and adaptation of each component in each context are very important, 2) teachers in Thailand and the United States who participated in a modify Lesson Study had many changes in their learning.
Professional Development of Mathematics Teachers with Lesson Study and Open Approach: The Process for Changing Teachers Values about Teaching Mathematics  [PDF]
Thanya Kadroon, Maitree Inprasitha
Psychology (PSYCH) , 2013, DOI: 10.4236/psych.2013.42014

The aim of this study was to analyze the process for changing values about teaching mathematics for teachers in a pilot school implementing Lesson Study and Open Approach. The study was structured through a questionnaire survey of 83 teachers in 4 pilot schools. Case studies were then conducted with 3 of the teachers and involved participatory observations and video recording in 3 phases of Lesson Study, interviews and document analysis. Theoretically, the conceptualization of professional development with Lesson Study and Open Approach, values change (Rescher, 1969 cited in Seah, 2004) and change process (Fullan, 1985; Joyce & Showers, 1980) helps to explain the process for changing values about teaching mathematics. The study shows that teachers in a pilot school implementing Lesson Study and Open Approach have developed a new view and values about teaching mathematics (e.g. values in designing lesson plans, values in teaching practice, values in classroom assessment). The components were essential for changing teachers values about teaching mathematics and consisted of 1) Teachers participating and learning about the underlying theoretical principles of Lesson Study and Open Approach 2) Practicing weekly cycles of Lesson Study into school culture 3) Seeing Lesson Study and Open Approach demonstrated from expert and Japanese teachers 4) Ongoing coaching or support from the project and 5) Obtaining feedback from outsiders such as educators, parents, school board members etc.

A Quilting Lesson for Early Childhood Preservice and Regular Classroom Teachers: What Constitutes Mathematical Activity?
Shelly Sheats Harkness,Lisa Portwood
Mathematics Educator , 2007,
Abstract: In this narrative of teacher educator action research, the idea for and the context of the lesson emerged as a result of conversations between Shelly, a mathematics teacher educator, and Lisa, a quilter, about real-life mathematical problems related to Lisa’s work as she created the templates for a reproduction quilt. The lesson was used with early childhood preservice teachers in a mathematics methods course and with K-2 teachers who participated in a professional development workshop that focused on geometry and measurement content. The goal of the lesson was threefold: (a) to help the participants consider a nonstandard real-world contextual problem as mathematical activity, (b) to create an opportunity for participants to mathematize (Freudenthal, 1968), and (c) to unpack mathematical big ideas related to measurement and similarity. Participants’ strategies were analyzed, prompting conversations about these big ideas, as well as an unanticipated one.
Pre-Service Teachers Teaching Anxiety about Mathematics In Drill Lesson
Review of Research , 2012,
Abstract: Why do we teach mathematics? What do we want to achieve in our mathematics lessons? These were the questions which we asked our self while joining the career of a mathematics teacher. In fact these are good questions which all teachers should ask themselves from time to time in their daily practice. This study is based on the principle that the mathematical anxiety in pre service teachers and they should be encouraged towards mathematics. It is expected from teachers that he can teach very well this confidence to prepare exercises improving mathematical ideas for their students.
Teaching for Creativity Development: Lessons Learned from a Preliminary Study of Vietnamese and International Upper (High) Secondary School Teachers’ Perceptions and Lesson Plans  [PDF]
Lieu Thi Bich Tran, Nhat Thi Ho, Robert J. Hurle
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.77107
Abstract: This research explored Vietnamese and international upper secondary school teachers’ perceptions and practices of teaching for creativity based on a preliminary analysis of 234 teachers’ survey responses, 17 in-depth interviews, and 208 lesson plans. It was found that teachers had limited understanding about creativity and teaching for creativity. They focused more on creativity when it is required from policies and curriculum. They often used familiar and convenient creative tools. This research indicates that to enhance student creativity, teachers should be fully aware of creativity, teaching for creativity, required to develop and assess student creativity, and trained to use creative tools.
A curriculum innovation: Focusing on student teachers' developing conceptions of good science teaching
Benny Hin Wai YUNG,Siu Ling WONG,Man Wai CHENG
Asia-Pacific Forum on Science Learning and Teaching , 2003,
Abstract: This article describes a curriculum innovation which is being carried out by science educators at The University of Hong Kong in form of an action research. Using a sample of video data on exemplary science teaching collected in an earlier project1 funded by HKSAR Government's Quality Education Fund, this curriculum innovation aims to elicit data from our student teachers regarding their conceptions of 'good' science teaching. It aims at investigating prospective teachers' conceptions of 'good' teaching from a developmental perspective and the factors that have been shaping their conceptions over time.
Mubin Md Nor,Kamaruddin Ilias
Academic Research International , 2013,
Abstract: According to Jesenius (2007), teaching and learning music education will be more attractive through various medium of instruction, either through audio-visual or multimedia interactive software. Schutz (2008), stated that the uses of these various sources will help the lesson to be more interesting. Brown (2009), also described theuse of a medium that involves a screen as students are able to sense, detect tunes and carry out activities to further enhance students' understanding in music education. This research is carry out to identify whether the use of interactive multimedia through the internet, which can be accessed by non-optional student of musicalelectives and can be run at the school. Quantitative methods have been used by a number of items in the questionnaire based on numerous dimensions such as the educational content, features, learning activities, support materials, training of student assessments and interactive test package. A sample of nineteen students of 7thsemester Bachelor in Education taking music education as an elective and is undergoing professional training practices in schools were selected. Through this study, some innovations are conducted via interactive multimedia package, and it shows that highly percentage able to assist students in music education system in an effective and interesting method. This is consistent with the statement by Van deZande (2006), an interactive package linkages provide good teaching and learning in music education, particularly for teachers trained in teaching.
Efficacy of College Lecturer and Student Peer Collaborative Assessment of In-Service Mathematics Student Teachers' Teaching Practice Instruction  [PDF]
Lovemore J. Nyaumwe,David K. Mtetwa
Mathematics Educator , 2006,
Abstract: This study investigated the effectiveness of collaboration between college lecturers and student peers in assessing the instructional practice of in-service student teachers (ISTs). The study was inspired by criticisms that college lecturers’ assessments were not producing valid critiques of ISTs’ mathematical and pedagogical competencies to implement strategies they learned in their coursework. Case studies of two pairs of ISTs, one pair at a state high school and the other at a private high school, provided data for this study. During their coursework, ISTs learned new pedagogical skills and upgraded their content knowledge. Findings indicate that lecturer and peer assessment of the same lesson taught by an IST resulted in different but complementary critiques. The lecturer’s critique highlighted both strengths and weaknesses of a lesson while the peer’s critique refrained from pointing out weaknesses of a lesson. An important implication for the findings, in Zimbabwe, is that the deployment of ISTs in pairs for teaching practice may be beneficial to their professional development.
Students’ Intuition in Mathematics Class Using Lesson Study and Open Approach  [PDF]
Kwanta Panbanlame, Kiat Sangaroon, Maitree Inprasitha
Psychology (PSYCH) , 2014, DOI: 10.4236/psych.2014.513161
Abstract: The objective of this article is to investigate students’ intuition in mathematics class using Lesson Study and Open Approach. The research methodology employed was the qualitative research methods of teaching experiment combined with an ethnographic study. The study’s target group consists of three Grade 2 students at Ban Bueng Niam Bueng Krainoon School in Khon Kaen Province during the 2012 Academic Year. This is the school that participated in the professional development of mathematics teachers with Lesson Study and Open Approach innovation project. The researcher collected data from a mathematics class that taught multiplication learning unit (1) from the mathematics textbook for Grade 2 students. This is the textbook used in the professional development of mathematics teachers with Lesson Study and Open Approach innovation project. The research findings are: Mathematics class using Lesson Study and Open Approach allows students to intuitively learn the content of a basic multiplication unit. Students’ intuition was developed during Step 1 (posing open-ended problems) and Step 2 (students’ self-learning through problemsolving) of the Open Approach process. Students intuitively discovered the repeated addition and multiplication methods in solving multiplication problems.
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