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Search Results: 1 - 10 of 34 matches for " Maitree Inprasitha "
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Development of a Child’s Semiotic Activity with the Help of Psychological Tools: A Vygotsky’s Cultural-Historical Perspective  [PDF]
Jensamut Saengpun, Maitree Inprasitha
Psychology (PSYCH) , 2012, DOI: 10.4236/psych.2012.35060
Abstract: This research aims to interpret Vygotsky’s theory in development of a child’s semiotic activity in first grade mathematics classroom taught by open approach. This study focuses on investigate how first grade students construct signs and symbols in solving addition problems with the help of psychological tools in a mathematics classroom taught by open approach. The research was carried out in one first grade mathematics classroom including 32 students aged 6 - 7 years old and an internship student who was classroom teacher. Ethnographic methods were employed for collecting and analyzing data through classroom observation with audio-video tape recordings on 17 consecutive lessons on addition, students’ written works, field note taking and interviewing the classroom teacher. The result showed that the learning and instructional materials and drawing schematic diagrams and students’ language use are psychological tools that play a crucial role in development of first grade students ‘semiotic activity in solving addition problems. Students used units blocks and base ten blocks to operate addition with two numbers by decomposing and making ten strategies. Then, students drew schematic diagrams as symbol with their words to represent how to add two numbers corresponds to the meaning and the strategies they used.
Exploring Elementary Thai Teachers’ Use of Mathematics Textbook  [PDF]
Suwarnnee Plianram, Maitree Inprasitha
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.36103
Abstract: The aim of this study was to compare the approaches to use mathematics textbooks on primary school in-service teachers in the “Project for Professional Development of Mathematics’ teacher through Lesson Study and Open Approach’. The methodology is questionnaires-check lists, interviews and open ended questionnaires. The results on the approaches on teachers’ use of mathematics textbook found that the percentage of adherence and elaboration decrease and the percentage of creation increase after teachers attend the project.
Students’ Abstraction Process Based on Compression into Thinkable Concept from Blending Embodiment and Symbolism under Context Lesson Study and Open Approach  [PDF]
Nisara Suthisung, Maitree Inprasitha
Psychology (PSYCH) , 2012, DOI: 10.4236/psych.2012.39110
Abstract: The objective of mathematics learning and teaching was to develop students’ concept in content so that the persons as teachers, educators, and researchers would try to search for instruments, and know for comprehending the students’ existing concepts. The study abstraction process based on compression into thinkable concept was to be a major guideline in considering and findings answer in order to understand the students’ concept (Gray & Tall, 2007). In Thai classroom using Lesson Study and Open Approach produced the students’ mathematical thinking by using open-ended problems with designed material for supporting interaction of students and their problem solving arithmetic (Inprasitha, 1997). According to view of Tall (2007a) suggested a parallel construction of compression in the symbolism and embodiment to thinkable concept. This paper aim to analyze the students’ abstraction process based on compression into thinkable concept from blending embodiment and symbolism. The four first grader as targeted group at Kookham Pittayasan School, a project school with supported by CRME, Faculty of Education, Khon Kaen University, Thailand. For research design used ethnographic study and teaching experiment. The collected data were used video analysis, interviewing, and students’ task analysis. The research revealed that, the students’ thinking shift steadily from performing sequence of parallel compression from actions being linked together in increasingly sophisticated ways to thinkable concept in embodiment and symbol- ism. This research revealed that Lesson Study incorporated Open Approach as teaching approach pro- vided to students’ abstraction process from considering that they manipulated with designed materials for supporting and checking their various symbolic thinking before into same effect on arithmetic operation.
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
Abstract:

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.

The Textbook Analysis on Multiplication:The Case of Japan, Singapore and Thailand  [PDF]
Suttharat Boonlerts, Maitree Inprasitha
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.44038
Abstract:

This paper analyzes the presentation of multiplication in elementary textbooks from Japan, Singapore and Thailand. The methodology consisted of content analysis comparing the overall structure and sequence of topics and how to introduce the meaning of multiplication. We identified both similarities and differences among the three countries.

How Students’ Mathematical Ideas Emerged through Flow of Lesson in Classroom Using Lesson Study and Open Approach  [PDF]
Pimpaka Intaros, Maitree Inprasitha
Psychology (PSYCH) , 2019, DOI: 10.4236/psych.2019.106056
Abstract: This study was aimed to analyze how students’ mathematical ideas emerged through a flow of lesson in mathematics classroom using Lesson Study and Open Approach. A context of the study was the Open Approach as a teaching approach and the Lesson Study as a way to improve the quality of teaching (Inprasitha, 2015a). The flow of lesson, likewise, is considered to be a tool for accessing to students’ ideas when the students are involved in problem solving and connection between students’ real world and mathematical real world (Inprasitha, 2017b). Ethnographic study was employed as a research methodology in this qualitative study by using a participative research design to form a lesson study team for collaborative designing of lesson plans guided by Thai version of Japanese mathematics textbooks. Research results were shown that the students’ mathematical ideas emerged, through the flow of lesson, when the students’ ideas of a problem solving were mathematized as follows: 1) the mathematical ideas were extended through representations of real world, 2) the mathematical ideas were extended and generalized through semi-concrete aids, and 3) the mathematical ideas were generalized through representations of mathematical world. The processes of mathematization (Isoda & Katagiri, 2012), furthermore, were accomplished when the students’ mathematical ideas become “how to” or tools for learning for the next lessons.
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.
Mathematical Communication by 5th Grade Students’ Gestures in Lesson Study and Open Approach Context  [PDF]
Yanin Kongthip, Maitree Inprasitha, Auijit Pattanajak, Narumol Inprasitha
Psychology (PSYCH) , 2012, DOI: 10.4236/psych.2012.38097
Abstract: The objective of this research was to explore the Mathematical Communication by 5th grade students’ gestures in Lesson Study and Open Approach context. This study was conducted at Nongtoom-nong- ngu-lerm School, and Ban-Beung-neum-beung-krai-noon School, Muang District, Khon Kaen Province in Project for Professional development of Mathematics teachers through Lesson Study and Open Approach, using qualitative research: Ethnographic Study, in-depth interview, Video Analysis supported by protocol analysis, and Descriptive Analysis. The research findings found that there were 7 kinds of students’ Mathematical Communication by students’ Gestures including 1) rigorousness by students’ beat gesture; 2) rigorousness by students’ metaphoric gesture; 3) economy by students’ deictic gesture; 4) economy by students’ iconic gestures; 5) freedom by students’ deictic gesture; 6) freedom by students’ iconic gesture; and 7) freedom by students’ deictic and iconic gestures in explaining students’ Mathematical Ideas, and the most commonly used economically by deictic gestures, and students’ self learning in Open Approach. Furthermore, the schools in Lesson Study and Open Approach context, the students had opportunity in learning based on their potentiality, being able to think, perform, and express. They preferred to express divergent think.
Adaptation of Lesson Study and Open Approach for Sustainable Development of Students’ Mathematical Learning Process  [PDF]
Sampan Thinwiangthong, Maitree Inprasitha, Suladda Loipha
Psychology (PSYCH) , 2012, DOI: 10.4236/psych.2012.310136
Abstract: This research was aimed to analyze and develop Small-group Mathematical Communication (SMC) as Mathematical Learning Process (MLP) of the seventh grade students in Ban-beung-neam-beung-krai-noon school for the school year 2008-2010 by adapting the Lesson Study and Open Approach which were innovations from Japan in order to be a context as well as guidelines for practice enhancing the students’ MLP. The teaching experiment (Steffe & Thomson, 2000) as a research methodology was used in de- signing the lesson plan, and studying students’ MLP. The data were collected by using the video-audio recordings in classroom activities, video-stimulated interviewing the students, and interviewing the teacher. Data were also analyzed utilizing a video and protocol analysis. The research findings found that the students had SMC in mathematics classroom adapting Lesson Study and Open Approach. The students learned mathematics more meaningfully by themselves based on sharing mathematical ideas in order to create the shared meaning and leading to shared goal. They participated in SMC regularly. As a result, they developed a “habit of mind” which was led to a sustainable Mathematical Learning Process.
Students’ Abstraction Process through Compression to Thinkable Concepts: Focusing on Using “How To” in Learning Units of Lesson Sequences to Provide a Tool in Conducting Students’ Concepts  [PDF]
Nisara Suthisung, Maitree Inprasitha, Kiat Sangaroon
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.37177
Abstract: The purpose of this study is to analyze “how to” in the students’ abstraction process through compression to thinkable concept under classroom using Lesson Study and Open Approach. Data for this study were collected by using a teaching experiment, with the four of first graders as targeted. The research results revealed that in the students’ abstraction process, they compressed computable symbols and conducted 10 as “how to” in their thinking and thinkable concept at the same time. It is shift steadily from performing sequence of compression in students’ thinking from actions being linked together in increasingly sophisticated ways.
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