APEC - Tsukuba International Conference VI: 16-17 Feb. 2012.

Innovation of Mathematics Education through Lesson Study

- Emergency Preparedness Education: Learning from Experience, Science of Disasters, a

nd Preparing for the Future.

Auijit Pattanajak, Narumol Inprasitha, Maitree InprasithaCenter for Research in Mathematics Education (CRME),

Khon Kaen University.Suriya Polhan , Ban Don Klang School

Surapong Nimsanit, Choom Chon Khang kho Nong Phai School

Introduction • The world has the crisis which the

situation changes dramatically as violence and natural disasters that occurred in the ocean and the land.

• Disasters that occur in Thailand has many types such as tropical cyclones, earthquake, floods, thunderstorm, land slides, storm beat the shore surges, fires, and droughts.

Introduction (2)• Each time a disaster occurs; the damage is eno

rmous to human, animals, plants and objects. Government and people look for many resources to help for reconstruction and restoration of such damage.

• The tsunami in Thailand had occurred in 2004, 8 years later have many projects to cope with the tsunami, many projects such as Foundation of National Disaster Warning Council, Thailand. However, those projects had not been teach in the classroom, especially mathematics classroom.

Introduction (3)• From the keynote session for the Project

Targets, the role of Education in Natural Disasters, mathematical modeling and developing subject matter for mathematical activity, world experience of tsunami, earthquake, etc..

• We learned about how people can prepare and prompt for themselves in disasters.

• Issues for concern: the education for young generation to deal with the disaster in the world.

Program of Education• Grade 1-3: Meaning, Attribute or Style and

Violence of Disaster

• Grade 4-6: take care of themselves and those close.

• Grade 7-9: consider information carefully and self preparing for the immediate situation

• Grade 10-12: help oneself and social conscience and not be a burden to others.

Focusing on grade 1-6• Mathematics teaching grade 1-6: wanted

- math activities - authentic tasks - authentic phenomenon

• Interpolate information of disaster in word problem, problem situation, mathematical task, mathematical activities.

Mathematical Tasks in classroom around the world

• A mathematical task has been defined as a set of problems or a single complex problem that focuses students’ attention on a particular mathematical idea (Stein, Grover, & Henningsen, 1996; Yoshinori et. al, 2010: p. 3).

Focusing on The Unit of Lesson

• In stage level, students understand information of disaster, they have know-how to manipulate themselves, preparing prevention, analyze information by themselves then evaluate to probable situation and then assist others before and after disaster.

Mathematical Tasks

• authentic phenomenon • For 2 examples: Grade 4: Line Graphs• ex 1. Thailand: Tsunami occurred for the

first time, Damaging 6 provinces: Phuket, Phung-Nga, Krabi, Ranong, Trang and Satun

• Causing : 5,392 death : 3,100 missing : 8,457 injured

Tsunami: Krabi, Thailand, Dec 26, 2004

Tsunami: Krabi, Thailand, Dec 26, 2004

ex2. Estimation of Damage in the Education sector

Source: Ministry of Education

Province Number of schools Damage, in million baht

Destroyed Damaged Building Furniture Total

Krabi 1 11 44.6 0.5 45.1

Trang - 3 2.6 - 2.6

Phang Nga 3 4 32.8 91.0 123.8

Phuket - 5 77.3 33.4 110.7

Ranong 1 10 17.5 9.0 26.5

Satun - 18 31.6 - 31.6

Total 5 51 206.3 133.9 340.2

• Using ex. 2

• What kind of graph makes it easy to compare the damage in the Education sector?

- Line graphs- Bar graphs

Ex1 and ex2 : Discussion about

-how to prepare yourself for disaster

- take care of themselves and those close.

Model for conducted the study

3 steps of lesson study and 4 steps of open approach were integrate for mathematics activity, as a model:

step 1: Plan: This step were collaboratively plan the lesson by the team.

step 2: Do: the activity in searching for development of students’ mathematical thinking using 4 steps of open approach as the following: posing open-ended problem, students’ self learning, whole class discussion and comparison, and summarization through connection students’ mathematical ideas emerged in the classroom.

Model for conducted the study

step 3: See: all activities are reflect by the lesson study and open approach.

step 4: provision of supplementary knowledge in lesson study and open approach by participating in academic conference and study tour both in the country and foreign countries.

Frame for developing tasks

• In this study, frame for developing tasks: We uses only two first step of open approach.

Model for conducted the study

• From the model, there is a group of people consist of the teacher who teach in Grade 1-3, Grade 4-6 and Grade 7-9, principal, school coordinator, supervisor, graduate students, mathematics internship students, coach, expert.

Objectives

• 1. To enhance power of team lesson study and open approach teachers for criticizing from experts, principal, supervisor and participatory observer.

• 2. To construct mathematics activity base on problem solving using lesson study and open approach.

• 3.To create mathematical task and developing the tasks using open approach.

Methodology• 3 primary schools was the subjects in this study. Every

schools in the project of teachers professional development must set agenda for the day to plan the lesson, the day to do and observation, and the day to reflect the lesson in every week and every semester.

• Qualitative research was applied for collect data using: classroom observation with field note, performances as mathematical approach from problem solving, photographs, activities relating to research study, interview of teachers, administrators, and students participating in project.

Methodology (2)• Data analyses consisted of: participation in activities

following cycles of Lesson Study, number of lesson plans, and assessment form of opinion on activity participation, instructional design of media and material design. Classroom observation was recorded by observed teachers and classroom reflection, annual assessment conference in developing instructional media and resources for applying in the students’ mathematical thinking by Lesson Study and Open Approach. The analyzed data included the lists and pictures of media, material, equipments and technology with description of usage in this study. The observations implemented by various kinds of instruments for searching and developing model of implementation in real practice.

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YOUFor your attention

References:

1. Hiebert, J.,& Wearne, D.(1993). Instructional tasks, classroom discourse, and students’ learning in second-grade arithematic, American Educational Research Journal. 30. 393-425.

2. Stein, M.K., Grover, B.W., & Henningsen, M. A. (1996). Builiding student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal. 33. 455-488.

3. Yoshinori, S., et al. (2010). Mathematical Tasks in Classrooms around the World. Sense Publications.

Acknowledgement

1 2

Commission on Higher Education

Center for Research in Mathematics Education

Graduate School, Khon KaenUniversity

Centre of Excellence in Mathematics

ณะศึ�กษาศึาสตร์�

Faculty of Education Khon Kaen University

This research is (partially) supported by the Center of Excellence in Mathematics, the Commission on Higher Education, Thailand

Center of Excellence in Mathematics,CHE, Si Ayuttaya Rd.,Bangkok 10400, Thailand