scholarly journals Introduction: Japanese Theories and Overview of the Chapters in This Book

2020 ◽  
pp. 1-21
Author(s):  
Masami Isoda ◽  
Raimundo Olfos
Keyword(s):  
Mathematics Education ◽  
Lesson Study

AbstractThis introductory chapter explains the origin of this book and provides overviews of every chapter in Parts I and II of the book. Part I of the book is aimed at explaining what multiplication and lesson study are in relation to the Japanese approach. It provides an overview of Japanese theories on mathematics education for developing students who learn mathematics by and for themselves and provides necessary ideas to understand the Japanese approach and lesson study. Part II consists of contributions from leading researchers in Ibero-America. Through their contributions, this book provides various perspectives based on different theories of mathematics education which provide the opportunity to reconsider the teaching of multiplication and theories.

scholarly journals Meningkatkan Pemahaman Peserta Didik Pada Mata Kuliah Kajian Matematika SMP dengan Metode Tutor Sebaya Melalui Diskusi Kelompok Dalam Kegiatan LSLC

2018 ◽  
Vol 2 (1) ◽  
pp. 33 ◽  
Author(s):  
Purwati Purwati ◽  
Jeinne Mumu ◽  
Benidiktus Tanujaya
Keyword(s):  
Qualitative Research ◽  
Mathematics Education ◽  
Learning Outcomes ◽  
Lesson Study ◽  
Junior High ◽  
Education Department ◽  
Peer Tutor ◽  
The Subject ◽  
Open Class

This research was the qualitative research that aimed to improve students understanding of junior high mathematics study. In accordance with the object to be studied, then this research is done in 3 times open class consisting of the plan, do, and see for each cycle, with the subject of research was the students of mathematics education department of FKIP UNIPA whom contracting subjects junior mathematics studies. To improve students understanding of the material, implementation of peer tutor methods was continuously modified based on the findings of each cycle. Based on the results of the implementation of Lesson Study as much as 3 cycles obtained the concluded that the learning outcomes of learners used peer tutor approach that modified each cycle has a significant increase. This was evident from students who answered the test correctly given at the end of each meeting. In the first cycle, from 27 students only 4 who can answer the test correctly that is equal to 14.81%, the second cycle, from 27 learners only 10 which was able to answer the test correctly that was equal to 37,04%, whereas in cycle III, from 26 students 21 students able to answer correctly that was equal to 80,77%

scholarly journals IMPLEMENTASI LESSON STUDY UNTUK MENINGKATKAN KINERJA DOSEN PENDIDIKAN MATEMATIKA FKIP UNIVERSITAS MUHAMMADIYAH METRO

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Rahmad Bustanul Anwar ◽  
Dwi Rahmawati
Keyword(s):  
Mathematics Education ◽  
Learning Process ◽  
Lesson Study ◽  
Human Society ◽  
Senior Lecturer ◽  
Teaching Faculty ◽  
Improved Performance ◽  
Evaluation Of Learning ◽  
And Training

In higher education need to apply the process of teaching, coaching, and training both to students. Implementation of teaching, coaching, and training should be conducted in a professional manner because students are required ready to plunge into human society as an adult, responsible and forward-minded. Three aspects should be offset by improved performance in designing devices lecturer and the learning process. One effective way to improve the quality of learning undertaken by lecturers is to implement Lesson Study is designed so well that it will make a professional and innovative faculty. Lesson study is a vehicle for the development of the faculty, where the target is learning to the learning process. The purpose of this research is to improve the quality of teaching faculty of mathematics education through lesson study that starts from perancanaan, implementation and evaluation of learning. As well as provide learning among fellow faculty of mathematics education, especially the development of new lecturer to senior lecturer to student learning. Subjects in this study 4 dilakanakan professor of mathematics education in four subjects. The conclusion from this study is the implementation of lesson study activities can increase the performance of the education faculty of mathematics at the lecture. This is shown by research that showed an increase from cycle I to cycle II. Although there are some indicators that are not increasing but still in good category

Analysis of Pedagogic Competency of Mathematical Education Students in Microteaching Course at the Universitas Sembilanbelas November Kolaka

2018 ◽  
Vol 3 (2) ◽  
pp. 60-64
Author(s):  
Fitriyani Hali ◽  
Herlina Herlina
Keyword(s):  
Mathematics Education ◽  
Learning Strategies ◽  
Prospective Teachers ◽  
Lesson Study ◽  
Mathematical Education ◽  
Education Students ◽  
Study Program ◽  
Pedagogical Competence ◽  
The Impact ◽  
Alternative Solutions

One of the competencies that must be possessed by teachers or prospective teachers to become professional teachers is pedagogical competence. Pedagogic competence is the ability of a teacher to manage the learning process that relates to students. Therefore, pedagogical competence is very important for mathematics education students as prospective teachers. This study aims to determine the pedagogic competencies possessed by students, to know the strengths and weaknesses of students' pedagogical competencies, to identify the causes of weaknesses in students' pedagogical competencies, and determine alternative solutions to the weaknesses of students' pedagogical competencies. This research is a descriptive study with a qualitative approach. The subjects in this research are Mathematics Education Study Program students who took Microteaching courses. Data collection in this study was carried out through giving tests and interviews. Data was analyzed in quantitative and qualitative ways. The conclusion of the results of this study are 1) students' pedagogical competencies are in the low category; 2) The advantages of pedagogical competencies possessed by students are a) understanding the students' characteristics; b) mastering the concepts, principles, and procedures for developing curriculum or expertise programs; c) creating learning situations that are active, interactive, communicative, effective, and fun, as well as effective students guidance. While the weaknesses of pedagogic competence possessed by students are: a) mastering learning theory and learning principles; b) mastering theories, principles, and learning strategies; c) mastering the use of media, communication technology, and information, as well as reflective actions to improve the quality of learning; d) mastering concepts, principles, and learning assessment strategies; e) understanding the process and results and the impact of learning for students. 3) Factors that lead to the students' weak pedagogical competence are lack of students' motivation in improving and developing their pedagogical abilities and lack of tasks or exercises carried out by students in developing their pedagogical abilities, and lack of students' creativity in completing tasks. 4) Efforts that can be used as alternative solutions namely applying the Lesson Study approach and providing material reinforcement of pedagogic abilities.

The Role of Lesson Study in Overcoming Challenges in Mathematics Education

2015 ◽  
pp. 1-2
Author(s):  
Maitree Inprasitha ◽  
Masami Isoda ◽  
Patsy Wang-Iverson ◽  
Ban Har Yeap
Keyword(s):  
Mathematics Education ◽  
Lesson Study

scholarly journals Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?

2020 ◽  
pp. 65-101
Author(s):  
Masami Isoda ◽  
Raimundo Olfos
Keyword(s):  
Mathematics Education ◽  
Lesson Study ◽  
Deep Understanding ◽  
Second Grade ◽  
Mathematical Education ◽  
Previous Knowledge ◽  
Task Sequence ◽  
World Scientific ◽  
Link Type ◽  
Future Learning

AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).

scholarly journals IMPLEMENTASI PRAKTIK PENGALAMAN LAPANGAN BERBASIS LESSON STUDY MAHASISWA PENDIDIKAN MATEMATIKA FKIP UNLAM

Vidya Karya ◽  
2017 ◽  
Vol 31 (2) ◽  
Author(s):  
Elli Kusumawati
Keyword(s):  
Mathematics Education ◽  
Student Teachers ◽  
Lesson Study ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Study Data ◽  
Lesson Plans ◽  
Learning Activities ◽  
Teaching Skills ◽  
Education Department

Abstract. Teaching practice (PPL) is one of the compulsory subjects weighing four credits held for three months at school. In the last two years, mathematics education department of FKIP ULM implement Lesson Study based PPL in six Junior High Schools in Banjarmasin. At this moment, Lesson Study is implemented in schools by teachers in order to foster and develop educator profession. The purpose of implementation of Lesson study based PPL Study is to give student teachers teaching skills and applying them in the classroom. The research method used is descriptive qualitative approach. Data collection used observation, interviews and Forum Group Discusssion. The research sample consisted of 4 mathematics education department students which are taking PPL program . The study was classified as action research-based Lesson Study. Data analysis refers to analysis of notes including lesson plans, observation and reflection. The results showed that the implementation of Lesson Study of four students started from Plan namely planning of lesson plans), Do namely implementation of lesson plan, observations results taking place during learning activities and the results of the reflection which was completed with suggestions for improvement of learning. Keywords: Lesson Study, PPL, plan-do-see Abstrak. Praktik Pengalaman Lapangan (PPL) adalah salah satu mata kuliah wajib berbobot empat sks yang dilaksanakan selama tiga bulan di sekolah. Pada dua tahun terakhir program studi pendidikan matematika melaksanakan PPL berbasis Lesson Study di enam SMP Negeri di Banjarmasin. Selama ini Lesson Study dilaksanakan di sekolah oleh guru dalam rangka membina dan mengembangkan profesi pendidik. Tujuan diterapkannya PPL berbasis lesson Study salah satunya membekali mahasiswa sebagai calon guru untuk berlatih menerapkannya di kelas. Metode penelitian menggunakan pendekatan deskriptif kualitatif dengan teknik pengambilan data berupa pengamatan, wawancara dan Forum Group Discusssion. Sampel penelitian terdiri atas 4 orang mahasiswa Prodi Pendidikan Matematika yang sedang melaksanakan PPL.  Ditinjau dari pelaksanaan penelitian, maka penelitian ini digolongkan dalam penelitian tindakan berbasis Lesson Study. Teknik analisis data penelitian kualitatif mengacu pada hasil catatan lapangan meliputi RPP dan catatan hasil observasi dan refleksi. Hasil penelitian menunjukkan pelaksanaan Lesson Studi empat orang mahasiswa mulai dari Plan yaitu perencanaan membuat RPP, Do yaitu pelaksanaan pembelajaran berupa hasil observasi di kelas selama pembelajaran berlangsung (tahap pembelajaran yaitu kegiatan awal, inti dan kegiatan akhir) dan hasil refleksi dilengkapi dengan saran perbaikan pembelajaran.  Kata Kunci: Lesson Study, PPL, plan-do-see

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