scholarly journals Synthesis of Research on Mathematical Thinking Development under the Lesson Study and Open Approach Context

2021 ◽  
Vol 2 (3) ◽  
pp. 296-306
Author(s):  
Jatuporn Nasinsroy ◽  
Maitree Inprasitha ◽  
Narumon Changsri
Keyword(s):  
Curriculum Development ◽  
Educational Policy ◽  
Lesson Study ◽  
Mathematical Thinking ◽  
Learning Assessment ◽  
Second Phase ◽  
Open Approach ◽  
Postgraduate Studies ◽  
Research Procedure ◽  
Classroom Innovations

The qualitative educational research synthesis of this paper is the incorporation of existing knowledge and the research results using Lesson Study and Open Approach innovations that relevant to the concern of students’ mathematical thinking development. The purpose of synthesis is to upsurge the generalization and pertinency of new knowledge development based on the results in incorporation the two innovations. Researchers employed document analysis to analyze the evidence of 266 postgraduate studies from the academic year 2003 to 2020. The research procedure consists of three stages. The results from the first stage showed that there are six research classifications identified, namely teacher and teaching, students and learning, assessment, classroom innovations, curriculum development, and educational policy. The research findings of the second phase indicated that there was a total of 210 studies (78.95%) were employing Open Approach incorporated in the Lesson Study process. Moreover, 53.33 percent are found in students and learning research classification. This is followed by 19.05 percent in teacher and teaching, 14.76 percent in classroom innovations, and 4.76 percent in assessment classifications. However, there was a limited of past postgraduate researchers interested to study curriculum development (4.29%) and educational policy (3.81%) research classifications. The findings of the final stage revealed that all the 210 postgraduate studies concerning the six research classifications are found to have different impacts on students’ mathematical thinking development. These effects occurred across a series of settings, synthesis approaches, expectations, and managing the Thailand Lesson Study Model.

scholarly journals Design Mathematical Activity in Mathematics Classroom: Decimal Number

2021 ◽  
Vol 2 (3) ◽  
pp. 247-259
Author(s):  
Sunti Bunlang ◽  
Maitree Inprasitha ◽  
Narumon Changsri
Keyword(s):  
Real World ◽  
Lesson Study ◽  
Mathematical Thinking ◽  
Open Approach ◽  
Team Members ◽  
The Real ◽  
Mathematical World ◽  
Study Team ◽  
Study Process ◽  
Mathematical Activities

The research was aimed to investigate  six-lesson study team members in designing mathematical activities to develop students’ mathematization using Open Approach in the second step of  the Lesson Study process in teaching decimal numbers. A total of 16 Grade 4 students participated as the target group. Three instruments were used namely lesson plans, student worksheets, and observation field notes. Researchers employed ethnographic research design to study how the mathematical activities could assist students to develop their mathematical ideas from the real world to the mathematical world through a flow of lessons over the four stages of the Open Approach along with the Lesson Study process. The research results revealed that a series of five research lesson plans encompassing various mathematical activities were successfully encouraging students to elaborate their ideas and transmitting their ideas from the real-world to the mathematical world using semi-concrete aids. Moreover, the results of using the Open Approach have been proved to be relevant as students demonstrated their mathematization in fostering their mathematical thinking to transform their ideas smoothly. Therefore, designing mathematical activities is important to cultivate students’ mathematical thinking in problem-solving instantaneously. A limitation of the research was identified when the Lesson Study team members were reflecting on the teaching practice. This is because they found that the unclear illustration in the student worksheets has raised confusion. In conclusion, the overall results of this research have contributed significantly to our recognition of the practicality of Open Approach treatment in the Lesson Study process in developing students’ mathematization through their participation in mathematical activities.

scholarly journals Teachers’ Learning in Community of Implementing Mathematics Textbooks with Lesson Study and Open Approach

Psychology ◽  
2019 ◽  
Vol 10 (12) ◽  
pp. 1636-1648
Author(s):  
Chanika Senawongsa ◽  
Maitree Inprasitha ◽  
Anake Sudejamnong
Keyword(s):  
Lesson Study ◽  
Open Approach ◽  
Mathematics Textbooks

Curriculum Development in Web-Based Education

2011 ◽  
pp. 1252-1258
Author(s):  
Johanna Lammintakanen
Keyword(s):  
Curriculum Development ◽  
Educational Policy ◽  
Educational Systems ◽  
Educational Content ◽  
Web Based ◽  
Good Education ◽  
Bologna Declaration ◽  
Paradigmatic Shift ◽  
Education Theory ◽  
Web Based Education

A paradigm shift has taken place in the last decade, with a move from traditional to Web-based education at different educational levels (Harasim, 2000; Karuppan, 2001; Kilby, 2001). Web-based education (WBE) has moved on from the delivery of educational content to Web-based sites with interactive functions (Carty & Philip, 2001). Concurrently, new innovative kinds of pedagogical experiments have shifted the paradigm from teaching to learning (Pahl, 2003). As summarised by Armstrong (2001), what educators have in fact realised is that a good Web-based education theory and good education theory are one and the same; the only difference is that WBE transcends the barriers of space and time. The paradigmatic shift has occurred as part of planned educational policy, while at the same time good international or national experiences have also supported the growth of WBE. In addition, there have been attempts to have more coherent and cohesive educational systems and degrees especially in the European context (The Bologna Declaration, 1999.)

Curriculum Development in Web-Based Education

2005 ◽  
pp. 675-679
Author(s):  
Johanna Lammintakanen ◽  
Sari Rissanen
Keyword(s):  
Curriculum Development ◽  
Educational Policy ◽  
Educational Systems ◽  
Educational Content ◽  
Web Based ◽  
Good Education ◽  
Bologna Declaration ◽  
Paradigmatic Shift ◽  
Education Theory ◽  
Web Based Education

A paradigm shift has taken place in the last decade, with a move from traditional to Web-based education at different educational levels (Harasim, 2000; Karuppan, 2001; Kilby, 2001). Web-based education (WBE) has moved on from the delivery of educational content to Web-based sites with interactive functions (Carty & Philip, 2001). Concurrently, new innovative kinds of pedagogical experiments have shifted the paradigm from teaching to learning (Pahl, 2003). As summarised by Armstrong (2001), what educators have in fact realised is that a good Web-based education theory and good education theory are one and the same; the only difference is that WBE transcends the barriers of space and time. The paradigmatic shift has occurred as part of planned educational policy, while at the same time good international or national experiences have also supported the growth of WBE. In addition, there have been attempts to have more coherent and cohesive educational systems and degrees especially in the European context (The Bologna Declaration, 1999.)

scholarly journals Students’ Learning Assessment Practices Used by Jordanian Teachers of Mathematics for Grades (1-6)

2015 ◽  
Vol 9 (1) ◽  
pp. 63
Author(s):  
Eman Rasmi Abed ◽  
Ferial Mohammad Abu Awwad
Keyword(s):  
Learning Assessment ◽  
Assessment Practices ◽  
Validity And Reliability ◽  
Anova Analysis ◽  
Government Schools ◽  
Alternative Strategies ◽  
Postgraduate Studies ◽  
The Mean ◽  
And Gender ◽  
Type Of School

<p class="apa">This study aims to investigate the students’ learning assessment practices used by Jordanian teachers of mathematics for grades (1-6) in Amman. The sample of the study consists of (402) teachers. A questionnaire of (72) items are developed on four domains, namely: questions, homework, exams, and alternative strategies. Validity and reliability are established. Results of the study show that the mean of the scores for the four domains and the entire items are medium, the highest was on exams and the lowest on the homework. ANOVA analysis show that there were no statistically significant differences related to number of courses and gender. On the other hand, there are statistically significant differences on the scientific qualification in favor of postgraduate studies. As for the type of school, the results are in favor of government schools. In regard to the number of experience years, the results are in favor of category (5-10) years on homework domain only.</p>

scholarly journals Konsepsual Model Bagi Mengukur Kualiti Perkhidmatan Perpustakaan Akademik

2018 ◽  
Vol 9 (1.1) ◽  
Author(s):  
Che Azlan Taib
Keyword(s):  
Peninsular Malaysia ◽  
Learning Assessment ◽  
Library Services ◽  
Assessment Instruments ◽  
Second Phase ◽  
Vision 2020 ◽  
The North ◽  
Total Correlation ◽  
Final Questionnaire ◽  
Private And Public

The Ninth Malaysia Plan (RMK-9) is the second phase of a national mission to achieve Vision 2020. The Eleventh Malaysia Plan (RMK-11), 2016-2020, is the latest five-year development plan towards realizing Vision 2020. One of the core the main is to increase knowledge and innovation and nurture first class mentality among Malaysians. Higher Education Institutions (HEIs) have a big responsibility to realize this vision. Thus, learning assessment instruments analyzed by Asif and Searcy should be improved to make it more comprehensive and relevant to current needs. For this purpose, an empirical study was conducted in which the data accessed across multiple groups of library user’s background from 5 HEIs (private and public) in the north of Peninsular Malaysia. This study involved 381 respondents as the sample. The reliability tests through 3 criteria displayed the internal consistencies of the seven factors were satisfactorily (α=0.70): Coefficient Alpha (CA), Corrected Item-Total Correlation (CITC) and Alpha if Item Deleted (IID). It shows all constructs have to comply with three criteria, namely CA, CITC and the IID. Meanwhile for the content validity views of experts was conducted. All comments have been improved before final questionnaire distributed. As a conclusion, the result indicated that the model was highly goodness fit for measuring library services, and all dimensional constructs supported the proposed theoretical model.

Sign in / Sign up

Export Citation Format

Share Document