Emergence of Digital Textbook: Why we need it?

ISODA, MasamiDirector, APEC Lesson Study Project

Center for Research in Educational Development

University of TsukubaAffiliated Member of SEAMEO and Three Novel Prized Professors

http://math-info.criced.tsukuba.ac.jp/

Educational Software: Math. on Projector, Edited by M. Isoda. Awarded by Minister of Education 2005

Awarded Most Beautiful Book of the Year 2009 In the Area of Natural Science

Even if the tablet change, human activities have the similarity.

What is technology here!

Euclid is using the tablet and compass, isn’t it?

Why Japanese do not use ICT in Education?

Public administration

Offices, labour

Environment, Energy

Security

Transportation

Education

Electrical trade

Office administration

Health care

Japan Country placed for 1st place

Do not misunderstand the education. Please do not recognize a school teacher as an ICT trainer only for education.

How should we understand ICT? ICT is the base for Knowledge Based Society. Tools for ICT have to revise it for new generations within at

most ten years. The cost is usually getting cheaper within a few years. Developed countries already spend huge cost for revision Developing countries do not need to spend it if they select

clever selection. Innovation of ICT promotes the devices, which aims to

become closer to the interface of human beings. We do not need to teach how to use.

ICT is hidden in the normal human activity as a part. Users could not know it because it is a kind of air in the world. Innovation with ICT is possible for users who well know what is the world and how they would like to change. For understanding the world, knowing what if is important. For innovation of the world, imaging what if not is the key.

The Status of ICT Education in Asia

Now, India developed 35USD tablet PC. Only necessary is electricity and internet line. We should focus on developing the literacy and the basic skills for developing knowledge and thinking critically.

What is necessary skill?What is the difference?

A

bc

A

bc

What is necessary for statistics?Selecting the graph and change the color?Why you spend the time for that instead of teaching statistics???

Look at the histogram of the following two distributions. Meletiou, M., and Lee, C. (2003), 　 Isoda, Orlando(to appear)

Which of the two distributions you think has more variability?

Why do you think this?

02468

10121416

0 2 4 6 8 10Scores

02468

10121416

0 2 4 6 8 10Scores

FrequencyFrequency

A B

02468

10121416

0 2 4 6 8 10Scores

02468

10121416

0 2 4 6 8 10Scores

FrequencyFrequency

A B カ answer テゴリ頻度

小 中 高

C0 ． No 3(3.0)

1(1.5)

2(2.6)

C1: Select ANo reason

8(8.1)

11(17.0)

5(6.4)

C2: Select AWith Reason

31(31.3)

24(36.9)

25(32.0)

C3: Select BWith inappropriate reason

16(16.2)

3(4.6)

7(9.0)

C4Select BWith Appropriate reason

41(41.4)

26(40.0)

39(50.0)

What is variability?

　 A variability Brange 6 A<B 10

Standard deviation 1.796 A<B 2.352

(50 ％ ) Interquartile range

3 A<B 4

Meletiou, M., and Lee, C. (2003), Isoda and Orlando(to apper)Consider the following group of histograms and a summary statistics. Each of the variables (1 – 6) corresponds to one of the statistics. Please, match each of the variables with one graph.

mean median Standard deviation

A 50 50 10

B 50 50 15

C 53 50 10

D 53 50 20

E 47 50 10

F 50 50 5

5.1 ％ of elementary school teachers, 6.2 % of junior high School teachers and 7.7% of high school teachers gave the correct answer.

Statistical LiteracyIddo Gal(2004)

Statistical literacy refers broadly to two interrelated components, primarily (a) people’s ability to interpret and critically evaluate statistical information, data-related arguments, or stochastic phenomena, which they may encounter in diverse contexts, and when relevant (b) their ability to discuss or communicate their reactions to such statistical information, such as their understanding of the meaning of the information, their opinions about the implications of this information, or their concerns regarding the acceptability of given conclusions.

What is lesson study community?

Lesson study

Participating Teachers

Teacher

Children Subject M.Theory of Mathematics

Theories of Education

In Japan, products of lesson study are shared through the books and Journals of lesson study. Their PCK is integrated and unified as teachers’ theories for teaching mathematics..

ホンジュラス・ラパスの事前調査

Good Practices on Lesson Study:Without Professional Development

Without lesson study, Teachers do not learn from their teaching experience.

Teacher educators must prepare appropriate experience.

Various Challenges in the world lesson study movement.

ホンジュラスPROMETAMによる教師の学力改善

How teacher changed by textbooks with guidebooks by Open A.

Through the self-evaluation each other in whole school LSThe power of School Level Lesson Study

Approach for improvement of the quality of whole education through mathematics

-10

-5

+0

+5

実施前年 1年目 2年目

図１．地域平均からみた大曾根小学校の学力

６年生 ５年生 ４年生

図 2. 　地域平均と大曽根小学校学力比較

数学的な考え方問題群 (100 点換算 ) における平均の差 数値は地域平均点とのポイント差

Figure 5. Ozone Elementary School’s Academic Abilities Compared to the Regional Average

Figure 6. Ozone Elementary School’s Academic Abilities Compared to the Regional Average

6th Graders 5th Graders 4th Graders

Year before Implementation 1st Year 2nd Year

Difference from average in mathematical thinking problem set (converted to 100 points)

Numerical values are point differences from regional average points

6th Grade Mathematic

6th Grade Japanese

6th Grade 4 Subjects

5th Grade Mathematics

5th Grade Japanese

5th Grade 4 Subjects

before 2nd year

Through the self-evaluation each other in whole school LSThrough understanding the Prob. Sol. Approach:

Promised Approach if whole teachers challenge

0% 20% 40% 60% 80% 100%

1.5年後

開始時

86

30

14

70

できている できていない自力解決の指導

0% 20% 40% 60% 80% 100%

1.5年後

開始時

79

16

21

84

できている できていない

0% 20% 40% 60% 80% 100%

1.5年後

開始時

91

32

9

68

できている できていない比較検討の指導 まとめの指導

Figure 7. Improvements in Teacher Instruction as Measured with the Lesson Planning Checklist

Problem Posing

Comparison and Discussion

Independent Solving Instruction

Summary

Achieved Not Achieved

Achieved Not Achieved

Achieved Not Achieved

Achieved Not Achieved

Start Time

After 1.5 Years

Start Time

After 1.5 Years

Start Time

After 1.5 Years

Start Time

After 1.5 Years

Improvement of Children's Achievements through the 2 years

-6.

-4.

-2.

+.

+2.

+4.

+6.

実施前年 1年目 2年目

学年Aの成長

学年Bの成長

学年Cの成長

Difference with Regional Average for Problems in Mathematical Thinking

Improvement in Grade A to 6th grade

Improvement in Grade B to 5th grade

Improvement in Grade C to 4th grade

Year before Implementation 1st Year 2nd Year

Importance of the Textbook

‘Lesson Study using Fraction Resource Kit developed by Japanese Mathematics textbook in English, shows significant difference when it is compared with the results of Lesson Study activities without specific subject or ordinary lecture style teacher training. We can improve teachers content knowledge if we support their learning with good resource kit.’By Catherine Lewis (2011)

We have the data to show better ways of lesson study.

Textbook and teachers are keys.

Object and content are keys.

Powered by dbook

Four phases for teaching approach:

Problem Posing : what we learned before.

Independent Solving: Patients, representation

Comparison and Discussion: Knowing and developing ideas

Summary and Integration: Value, Leaning how to

Textbook for Problem SolvingApproach(GakkoTosho)

Please complete the blackboard plan

How much Area?

<Fill in 1 >

Task is given by teacher

Problem/atic is posed from children, if possible

<Fill in 2 >

<Fill in 3 > <Fill in 5 >

<Fill in 4 >

Various Solutions and Comparison

Why we have to compare?

Why we need problematic?

<Fill in 6>

Resume the result of comparison and selection based on generality

Let ‘s use!

<Fill in 7>

<Fill in 8>

Are You Sure? from the AcademicsThe countries in East Asia that have Nobel prize winners are only

Japan, China and Taiwan. In the case of Fields prize “Nobel prize in mathematics”, only Japan and Vietnam obtained winners in Asia. The quality of academic research in Japan led the world during the 20th century. 1: Do not let the introduction of digital textbook affect the actual amount of time on experiments and observations2: Focus on learning scientific facts rather than just watching pictures and images.3: Do not reduce the time of constructing diagrams and/or calculating done by students themselves with paper and pencils due to the use of digital textbook4: Afford the opportunities that students take notes to record the classes.5: Do not concentrate heavily on exercises with filling blanks and choosing the right options.6: Encourage the exchange of thoughts among students.7: Do not concentrate much to prepare a beautiful presentation in class sessions and do not discourage to grow the skills of writing8: Continue improving the individual teaching skills as well as teaching materials.9: Use ordinary paper based textbooks along with digital textbooks for the time being and adopt paper based textbooks for administering evaluation.

In Japan, 7,000 teachers participated on Feb. 18-19.

Aimed and preferred for:Developing children who

learn mathematics for/by themselves.

Developing Mathematical Thinking

Teaching how to develop mathematics.

Teaching values of mathematics

As well as developing knowledge and skills

Problem Solving A. is:CollaborativeChildren centeredConstrictive....

Freeware “dbook Pro” for e-textbookThe biggest feature of digital textbooks made from “dbook Pro” is that they look the same to the paper based textbooks. Therefore, they can be utilized in the same way of using paper based textbooks, when some digital functions are not required. •Using it as blackboard by highlighting the particular parts of text or writing in blank page,•Reading textbook together in a class while showing the particular parts in the screen,•Showing the contents attached to digital textbooks, such as pictures, movies and computer simulations, •Showing other information by linking to the web contents to digital textbooks, and•Renewing any information attached to digital textbooks when required.