scholarly journals Cognitive Aspects of Students’ Mathematical Reasoning Habits: A Study on Utilizing Lesson Study and Open Approach

2021 ◽  
Vol 29 (4) ◽  
pp. 2591-2614
Author(s):  
Thong-oon Manmai ◽  
Maitree Inprasitha ◽  
Narumon Changsri
Keyword(s):  
Lesson Study ◽  
Mathematical Reasoning ◽  
Lesson Plans ◽  
Teaching Mathematics ◽  
National Council ◽  
Open Approach ◽  
Interview Protocol ◽  
Field Notes ◽  
Set Up ◽  
3Rd Grade

This study aimed to investigate the cognitive aspects of the mathematical reasoning habits of 3rd Grade students by utilizing Lesson Study (LS) and Open Approach (OA) in teaching mathematics. The cognitive aspects of mathematical reasoning habits are a powerful complement to teaching mathematics because they are particularly focused on skills and procedures. However, the major problem with teaching mathematical reasoning is that teachers cannot teach mathematical reasoning habits directly but can set up tasks that encourage reasoning. A total of eight students were purposively selected as they have been taught using OA treatment in the LS process for two years, from 2016 to 2018. Four study instruments were used: lesson plans, activity worksheets, field notes, and an interview protocol. In addition, the National Council of Teachers of Mathematics (NCTM) (2009) framework, consisting of four cognitive aspects of mathematical reasoning habits, namely (i) analyzing a problem; (ii) implementing a strategy; (iii) using connections, and (iv) reflecting on a solution, was employed to determine the cognitive aspects of mathematical reasoning habits. Qualitative results revealed three pieces of evidence to support all four cognitive aspects of mathematical reasoning habits. In conclusion, the results of this study contribute significantly to our recognition of the importance of OA treatment in the LS process while teaching mathematics in improving students’ mathematical reasoning habits.

scholarly journals Development of Reasoning Habits Through Lesson Study and Open Approach Teaching Practices

2020 ◽  
Vol 3 (2) ◽  
pp. p29
Author(s):  
Thong-oon Manmai ◽  
Maitree Inprasitha ◽  
Narumon Changsri ◽  
Auijit Pattanajak
Keyword(s):  
Lesson Study ◽  
Teaching Practices ◽  
National Council ◽  
Problem Situation ◽  
Open Approach ◽  
Qualitative Research Design ◽  
Field Notes ◽  
Relationship Of ◽  
The Relationship ◽  
Mathematical Operations

This research aimed to investigate the development of reasoning habits after introducing the lesson study and open approach to teaching practices. A total of eight 6th-Grade students from Chumchon Ban Kaeng Khro Nong Phai School, Chaiyaphum province, Thailand were purposively selected to participate in this research. This is because they have attended the mathematics lessons using the innovation of lesson study and open approach. A qualitative research design was employed using five types of research instruments, namely 13 lesson plans, observation records, field notes, interview protocol, and students’ worksheets. Data were analyzed using content analysis and categorizing the students’ reasoning habits according to the National Council of Teachers of Mathematics’ framework. The results revealed that students can analyze a problem situation by making reasoning conjectures, applying previously learned concepts, seeking patterns and relationships as well as making representations. Besides, they can also implement a strategy by using mathematical operations to solve problems. Moreover, students can seek and use connections to discover the linkage between how to solve the problems differently and identify the relationship of the approach used to get the same answer. Finally, the students can reflect on a solution as they can find different ways to solve the problems after considering the reasonableness of a solution, interpret a solution, justifying reasons to support or validate how to solve the problems, as well as generalize a solution. The overall results are successfully contributed to the importance of lesson study and open approach teaching practices in terms of enhancing 6th-Grade students’ reasoning habits.

scholarly journals MATHEMATICS TEACHERS’ ABILITIES IN DEVELOPING FORMATIVE ASSESSMENT AFTER THE INTRODUCTION OF LESSON STUDY AND OPEN APPROACH INNOVATIONS

2020 ◽  
Vol 17 (Number 1) ◽  
pp. 101-132
Author(s):  
Sampan Thinwiangthong ◽  
Colleen M. Eddy ◽  
MaitreeInprasitha MaitreeInprasitha
Keyword(s):  
Formative Assessment ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Formative Assessments ◽  
Open Approach ◽  
Video Recordings ◽  
Approach Training ◽  
Post Test ◽  
Quasi Experimental ◽  
Field Notes

Purpose – The main purpose of this study was to examine mathematics teachers’ abilities in developing formative assessments when teaching algebraic reasoning after utilizing two innovations: lesson study and open approach. Methodology – A single group quasi-experimental research design was employed in two mathematics classes in a school in Chaiyaphum province, Thailand. The target group was all the 11 mathematics teachers, who were pre-tested, then post-tested afterthe lesson study and open approach training. This was followed bytheir participation in setting up a lesson study group and conducting 10 lesson study cycles involving two research participants who were teaching two selected classes. The instruments were a questionnaire, the Assess Today rubric, interview protocols, 10 lesson plans, field notes, classroom observation video recordings, and students’ written work. The AssessToday rubric was the main instrumentwritten work. The AssessToday rubric was the main instrumentused to determine the ability level of the mathematics teachers indeveloping formative assessment in terms of seven components,namely learning targets, question quality, nature of questioning, selfevaluation,observation of student affect, instructional adjustment,and evidence of learning. Results – The pre-test and post-test results showed an improvementin the mathematics teachers’ understanding about formativeassessment, the methods used in formative assessment, and how theycould use the data from the formative assessment while they wereimplementing the two innovations. In addition, the AssessToday rubric showed that both mathematics teachers were progressinggradually from novice, apprentice to practitioner level in theirabilities in developing formative assessment after the 10 cycles ofinnovation practices in all the seven components. The results implythat the mathematics teachers showed vast improvement in their abilities in developing formative assessment after they implemented the lesson study and open approach innovations in their teaching. Significance – The results contribute significantly to knowledge about the usefulness of the lesson study and open approach innovations in enhancing mathematics teachers’ abilities in developing formative assessment.

scholarly journals Mathematics teachers’ reflective practice within the context of adapted lesson study

Pythagoras ◽  
2012 ◽  
Vol 33 (3) ◽  
Author(s):  
Barbara Posthuma
Keyword(s):  
Reflective Practice ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Safe Space ◽  
Teaching Mathematics ◽  
Reflective Practitioners ◽  
Field Notes ◽  
Self Knowledge ◽  
Study Context

There seems to be paucity of research in South Africa on mathematics teachers’ reflective practice. In order to study this phenomenon, the context of lesson study (in an adapted form) was introduced to five mathematics teachers in a rural school in the Free State. The purpose was to investigate their reflective practice whilst they collaboratively planned mathematics lessons and reflected on the teaching of the lessons. Data were obtained through interviews, video-recorded lesson observations, field notes taken during the lesson study group meetings and document analyses (lesson plans and reflective writings). The adapted lesson study context provided a safe space for teachers to reflect on their teaching and they reported an increase in self-knowledge and finding new ways of teaching mathematics to learners. This finding has some potential value for planning professional learning programmes in which teachers are encouraged to talk about their classroom experiences, share their joys and challenges with one another and strive to build a community of reflective practitioners to enhance their learners’ understanding of mathematics.

scholarly journals Development of Lesson Plans by the Lesson Study Approach for the 6 th Grade Students in Social Study Subject based on Open Approach Innovation

2014 ◽  
Vol 116 ◽  
pp. 1411-1415 ◽  
Author(s):  
Nuchanart Nesusin ◽  
Passara Intrarakhamhaeng ◽  
Pilunthana Supadol ◽  
Nuanpan Piengkes ◽  
Suthasinee Poonpipathana
Keyword(s):  
Lesson Study ◽  
Social Study ◽  
Lesson Plans ◽  
Open Approach ◽  
Study Approach

scholarly journals Peningkatan Kompetensi Mengembangkan RPP melalui Lesson Study bagi Guru SD Laboratorium

2020 ◽  
Vol 5 (2) ◽  
pp. 243
Author(s):  
Achmad Supriyanto ◽  
Wasih DS ◽  
Roni Herdianto
Keyword(s):  
Action Research ◽  
Lesson Study ◽  
Lesson Plan ◽  
B Value ◽  
Study Data ◽  
Lesson Plans ◽  
Teacher Competence ◽  
Research Subjects ◽  
Teacher Competency ◽  
Field Notes

<pre><strong>Abstrack:</strong> This School Action Research aims to uncover and describe teacher competencies in developing Lesson Plans, and implementing lesson studies. This SAR was designed with the Mc Taggart's classroom action research design in two action cycles. The research subjects were 11 elementary school teachers. The research instrument was developed by researchers in the form of work tables 1-5 to collect teacher competency data designing 10 components of lesson plans, and field notes to record the implementation of lesson study. The data collected was reduced to two main data, analyzed qualitatively and quantitatively using the mean and percentage techniques. The results of SAR cycle 1 showed that the competence to design the components of the lesson plan with a C value was 50%, a competence with a B value was, and the rest of 10% need further guidance. The results of SAR cycle 2 showed that 100% of teacher could achieve B value in designing lesson plans. Thus, it is proven that lesson study can improve teacher competence in developing lesson plans. </pre><strong>Abstrak:</strong> Penelitian Tindakan Sekolah ini bertujuan mengungkap dan mendeskripsikan kompetensi guru mengembangkan Rencana Pelaksanaan Pembelajaran dan pelaksanaan <em>lesson study</em>. Penelitian Tindakan Sekolah ini dirancang dengan rancangan penelitian tindakan kelas model Mc.Taggart dalam dua siklus tindakan. Subjek penelitian 11 orang guru SD. Instrumen penelitian dikembangkan oleh peneliti berupa tabel kerja 1-5, untuk menghimpun data kompetensi guru merancang 10 komponen RPP, dan catatan lapangan untuk mencatat pelaksanaan lesson study. Data yang terkumpul direduksi menjadi dua data utama, dianalisis secara kualitatif dan kuantitatif dengan teknik rerata dan persentase. Hasil PTS siklus I menunjukkan 50% kompetensi merancang komponen RPP dengan nilai C, 40 % nilai B, 10% nilai dengan predikat perlu bimbingan. Hasil Penelitian Tindakan Sekolah siklus II 100% kompetensi merancang komponen RPP dengan nilai B. Jadi, terbukti <em>lesson study</em> dapat meningkatkan kompetensi guru mengembangkan RPP.

Developing Knowledge of Teaching Mathematics through Cooperation and Inquiry

2008 ◽  
Vol 101 (7) ◽  
pp. 534-538
Author(s):  
Maria Lorelei Fernández
Keyword(s):  
Professional Development ◽  
United States ◽  
Lesson Study ◽  
Collaborative Planning ◽  
The United States ◽  
The Other ◽  
Teaching Mathematics ◽  
Study Group ◽  
National Council ◽  
Lesson Observation

Lesson study is a process of professional development highly valued among Japanese teachers (Stigler and Hiebert 1999; Fernandez and Chokshi 2002). In recent years, teachers of mathematics in the United States and other countries have begun to incorporate this process within their own teaching communities; in 2002, the National Council of Teachers of Mathematics published a video guide to Japanese lesson study (Curcio 2002). Lesson study is composed of four phases, each of which brings teachers and other experts together in a process of inquiry into teaching. These phases include collaborative planning, lesson observation by colleagues and other experts, analytic reflection, and ongoing revision. Typically, each lesson may go through these phases multiple times. Each time, a different member of the lesson study group teaches the lesson while the other members observe, collecting data for analysis of and reflection on the lesson.

The Italian way to prevent groundwater contamination risk

2007 ◽  
Vol 2 (3) ◽  
Author(s):  
M. V. Civita ◽  
M. De Maio ◽  
A. Fiorucci
Keyword(s):  
Groundwater Contamination ◽  
Groundwater Vulnerability ◽  
Aquifer Vulnerability ◽  
National Council ◽  
National Guidelines ◽  
National Agency ◽  
Point Count ◽  
Italian Law ◽  
Special Project ◽  
Set Up

In the early 1980's the Italian scientific community, together with a number of institutional decision-makers, realized how urgent it was to protect natural and environmental resources. They agreed that an adequate level of scientifically organized knowledge allows the accurate planning and development of environmental systems through management and direction of the actual development process, without hindering it. Since the special project was first set up in 1984, as part of the GNDCI-CNR (National Group for the Defence against Hydrogeologic Disasters, of the Italian National Council of Research) scientific context, it has been the cardinal point of Research Line 4 “Assessment of Aquifer Vulnerability”. The problem of groundwater contamination was examined in this project for the very first time in Italy in an organic and extensive manner as a key for forecasting and prevention purposes. The Italian approaches to assessing and mapping groundwater vulnerability to contamination are essentially based on two main methodologies:- The GNDCI Basic Method a HCS (Hazard Contamination Source) type approach that can be used for any type of Italian hydrogeologic situation, even where there is a limited amount of data. A unified legend and symbols are also defined for each hydrogeologic level.- The SINTACS [Soggiacenza (depth to groundwater); Infiltrazione (effective infiltration); Non saturo (unsaturated zone attenuation capacity); Tipologia della copertura (soil/overburden attenuation capacity); Acquifero (saturated zone characteristics); Conducibilità (hydraulic conductivity); Superficie topografica (Slope)] method, a PCSM (Point Count System Model) developed for use prevalently in areas with good data base coverage. The methodological approaches described in this paper now make up the Italian standard which has been set in the recent very important Italian Law (152/99) and which has now been ratified in the national guidelines produced by ANPA, the Italian National Agency for Environment Protection. In this paper the structure of the Research Line, the progress obtained by the 21 Research units (over 100 researchers) in 20 years of activity, the results gained etc. are briefly highlighted.

scholarly journals Towards Inquiry-Based Flipped Classroom Scenarios: a Design Heuristic and Principles for Lesson Planning

2021 ◽  
Author(s):  
Stefanie Schallert ◽  
Zsolt Lavicza ◽  
Ellen Vandervieren
Keyword(s):  
Flipped Classroom ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Research Approach ◽  
Inquiry Based Learning ◽  
Domain Specific ◽  
Evaluation Phase ◽  
Assessment Techniques ◽  
Set Up ◽  
Design Heuristic

AbstractThe effectiveness of flipped classroom approaches can be improved by combining it with other pedagogical models such as inquiry-based learning. Implementing inquiry-based learning in flipped classroom scenarios requires teachers to plan arrangements for in- and out-of-class activities carefully. In this study, a design heuristic based on the 5E inquiry model was developed to support teachers’ practice of planning inquiry-based flipped classroom lessons. Following a design-based research approach, the design heuristic progressed through two cycles within 2 years. The design heuristic was implemented in both cycles in an online professional development course for secondary mathematics teachers. In the first cycle, 18 lesson plans were collected and analysed using the 5E lesson plan scoring instrument. Results showed that the design heuristic helped teachers to set up lesson plans for flipped classroom scenarios which were mostly in line with the 5E model. However, the evaluation phase was insufficiently addressed. Revision decisions were made at the end of the first cycle, and the design heuristic was revised and re-implemented in a second cycle. Results of the second cycle showed another 19 participating teachers who also struggled in choosing appropriate assessment techniques, an issue which could not be resolved with the proposed design heuristic. This paper describes the development of the design heuristic as well as relevant design principles for inquiry-based flipped classroom scenarios. The proposed design heuristic is not domain specific. Hence, further research could examine its use in other subjects or interdisciplinary as inquiry-based flipped classroom approaches are one of the emerging pedagogies.

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