Open Approach fromThailand - criced.tsukuba.ac.jp
Transcript of Open Approach fromThailand - criced.tsukuba.ac.jp
Open Approach
Assist.Prof.Dr.Maitree InprasithaDean, Faculty of Education
Director, Center for Research in Mathematics Education
Khon Kaen University, Thailand
Thailand from
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Educational values influencing Developments in Mathematics Education in Japan (1970s)
In Japan, as Mathematical thinking is the
central issue in mathematics education since
1950s,the followings are some developments:
Mathematical thinking first appeared in 1958 in
COS (Ueda, 2013)
Emphasizing on how to approach
mathematical thinking both in ‘classroom
teaching practices’ and ‘research
perspectives’ ?
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Developments in Mathematics Education in Japan (1970s)
In relation to classroom teaching
practice, Open-ended Approach is developed
in order to grasp and evaluate 'mathematical
thinking‘, especially, higher-order thinking
skills in mathematics.
In relation to classroom research,
‘Lesson Study’ has been used as a tool for
teachers for doing classroom research to
improve their daily teaching practices.
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Endeavors in Mathematics Classroom in Japan
Mathematical thinking as a global goal of
teaching mathematics from elementary
school level.
Focusing on 'mathematical thinking' through
analysis of 'classroom activity' (i.e.,
classroom is used as a unit of analysis)
"Open-ended Approach' is developed as a
teaching approach to engage students in
mathematical thinking.
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Year Topic of Lesson Study
1880s Pestalozzi Method and Dialogue Method
(including argumentation between teacher and
and students)
Not only limited to
mathematics.
1910s Mathematics for Life (including problem posing) Not only limited to
mathematics
1930s Curriculum Integration in Mathematics (including
(including Open-Ended Problems)
From 1900s
1950s Core curriculum movement based on the social
social study
Under the occupation after
WWII.
1960s Mathematical Thinking (Japanese way of New
New Math.)
Related with New Math
1970s Open-Ended Approach and Problem Solving
Approach
For developing
Mathematical Thinking
1980s Problem Solving Related with US
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1957 Problem
Solving
1970s
Open-ended
Approach
Becker, J. P., & Shimada, S. (1997). The open-ended approach: A new proposal for teaching mathematics. Reston, Virginia: National Council of Teachers of Mathematics.
In Japan
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Source: Levy and Murnane (2004). The new division of labor: How computers are creating the next job marketing. Princeton University Press
141210
8
64
2
0
-2-4-6
-81969 1974 1979 1984 1989 1994 1999
Expert Thinking
Complex Communication
Routine Manual
Routine Cognitive
Non-Routine Manual
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Teaching Profession(Classroom Teaching Practices)
Development of Teaching Profession(How to improve teaching?)
System of Development of Teaching Profession
(Inprasitha, 2014)
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Teaching Profession(Focusing on contents)
Development of Teaching Profession(Training for )
System of Development of Teaching Profession
(Inprasitha, 2014)
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Teaching Profession(Focusing on Students’
problem solving)
Development of Teaching Profession
System of Development of Teaching Profession
(Inprasitha, 2014)
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Introducing Open Approach as
"mathematical activity" in terms
of "Open-ended problem".More than 800 teachers
in Khon Kaen area had
been trained to teaching
students to think by/for
themselves via solving
opened-problems
2000-2005
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Lesson study has been introduced into 2 project
schools by incorporated into open approach.
The way Thailand supports
school teachers to change
the they teach to teaching
using mathematical activity
based on open-ended
problems has been
institutionalized into Thai
school culture.
Since 2006
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Lesson study schools have
been increased to 4
schools and Thailand
experiences to adapt
lesson study have been
shared in APEC members
economy via ....ช่ือโครงการปีแรก
In 2007
Kookhampittayasan school
Nongtoom Nongngooluem school
Banbuengniumbuengkrainoon school
Chumchonban chonnabot school
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Scenario at 1st year project school
Plan
DO
See
Plan Lesson on Tuesday
Reflect on Thursday
School principal and
teachers set schools’
timetable/ schedule
for plan, do, see process.
Kookhampittayasan school
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Plan
Lesson
on Monday
Do
See
Reflect on Wednesday
Plan
Scenario at 1st year project schoolChumchonban chonnabot school
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Plan
Do
See
Plan Lesson on Tuesday
Reflect on Thursday
Scenario at 2nd year project schoolBanbuengniumbuengkrainoon school
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Do
See
Nongtoom Nongngooluem schoolScenario at 2nd year project school
Plan Lesson on Monday
Reflect on Wednesday
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2009-20101.Khon Kaen (6)
2.Chaiyaphum (1)
3.Sakhon Nakhon (1)
4.Ubon Ratchathani (4)
5.Chiang Mai (3)
6.Lampang (1)
7.Lamphun (1)
8.Phisanulok (1)
9.Kalasin (1)
10.Nakhon Ratchasima (1)
11.Susin (1)
12.Bungkan (1)
• expanded of implementation of LS and OA in 19 pilot schools (13 in North East area and 6 in North area of Thailand).
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25 days for initial workshop at Kosa hotel, Khon kaen
In-service Teachers used Open Approach in Mathematics Classroom
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expanded of implementation of LS and OA in 7 pilot schools (5 in North East area and 2 in North area of Thailand).
Attached School’s Workshop Workshop for using Textbook
2011
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There were 30 pilot schools participated the “Project of Professional Development by using Lesson Study and Open Approach”, launching by CRME.
2012
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Open Class: The Activity for Expanding the Implementation of LS and OA
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2013• 2013: KKU had
conducting the “Project on Eliminating Education and Public Health Problems in the Isaan Region for Reducing Social Inequality”.
• CRME had launching the sub project “Higher-order Thinking in Mathematics Project in Northeast (HTMP-Northeast)”
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50 schools from 20 provinces in North East of Thailand, participated in this project.
2013
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PLAN
DOSEE
Summarizing
through connection students’ ideas
Posing Open-ended Problem
Students’ self learning
Discussion and
Comparison student’s ideas
(Inprasitha, 2014)
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PLAN
DOSEE
Summarizing
through connection students’ ideas
Posing Open-ended Problem
Students’ self learning
Discussion and
Comparison student’s ideas
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Plan
1) read tasks in textbook together
2) What is problem situation?
The way of how to design a suitable
problem situation has to use students’
ideas, not a pattern
& Posing Open-ended Problem
3) What is an objective?
4) What is subject matter underneath the problem situation?
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PLAN
DOSEE
Summarizing
through connection students’ ideas
Posing Open-ended Problem
Students’ self learning
Discussion and
Comparison student’s ideas
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1) Anticipating students’ ideas
2) Anticipating students’ difficulties
3) Time
Supervisors must participate to help teachers
to design lessons, especially in a subject
matter in which teachers have difficulties and
anticipate the students’ difficulties
Plan& Students’ self learning
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PLAN
DOSEE
Summarizing
through connection students’ ideas
Posing Open-ended Problem
Students’ self learning
Discussion and
Comparison student’s ideas
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1) Managing students’ ideas
2) Extending students’ ideas with any
representations such as diagrams, figures
Plan& Comparison and Discussion
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PLAN
DOSEE
Summarizing
through connection students’ ideas
Posing Open-ended Problem
Students’ self learning
Discussion and
Comparison student’s ideas
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2) Adding students’ ideas representation by using
any representation such diagrams, figures, for connecting with desirable concept
1) Organizing all ideas occurred in a class
3) Trying to enhance values in method in which is ‘how to’
4) Emphasizing on letting students make some
notes of their own ideas, friends’ ideas, and what is impressed and learned
Plan& Summarizing through
connection students’ ideas
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PLAN
DOSEE
Summarizing
through connection students’ ideas
Posing Open-ended Problem
Students’ self learning
Discussion and
Comparison student’s ideas
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1) Note that task will be students’ problematic or not?
Difficult things is whether task would be
students’ problematic
How supervisors’ experience will help
teachers?
DO & Posing Open-ended Problem
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PLAN
DOSEE
Summarizing
through connection students’ ideas
Posing Open-ended Problem
Students’ self learning
Discussion and
Comparison student’s ideas
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2) What are students’ ideas generate?
Do the ideas be the same or different is anticipated in a lesson design?
4) What do teachers handle students’ ideas?
3) What are students’ difficulties?
DO& Students’ self Learning
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PLAN
DOSEE
Summarizing
through connection students’ ideas
Posing Open-ended Problem
Students’ self learning
Discussion and
Comparison student’s ideas
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1) Sequence of students’ ideas
2) How do teachers handle students’ misunderstood ideas?
3) How do teachers use additional
materials to extend students’ ideas?
DO& Discussion and Comparison
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PLAN
DOSEE
Summarizing
through connection students’ ideas
Posing Open-ended Problem
Students’ self learning
Discussion and
Comparison student’s ideas
All rights reserved by Center for Research in Mathematics Education, Khon Kaen University
2) Extending students’ ideas with any
representations such as diagrams, figures, for desirable ideas
1) Organizing all ideas occurred in a class
3) Trying to enhance values of students’ methods in which is ‘how to’
4) Emphasizing on letting students make some
notes of their own ideas, friends’ ideas, and what is impressed and learned
DO& Summarizing through
connection students’ ideas
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PLAN
DOSEE
Summarizing
through connection students’ ideas
Posing Open-ended Problem
Students’ self learning
Discussion and
Comparison student’s ideas
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1) How to collect data?
2) How to analyze mathematical subject matters?
3) What are results occurring with students? What are causes of the students’ results?
4) What are difference occurred with students
besides what is anticipated? What are causes of the differences?
SEE
Supervisor School PrincipalTeache
r
School co.
Collaboratively reflection in teaching practice (See)
ภาพจากชั้นเรียนในโรงเรียนในโครงการพัฒนาการคิดขั้นสูงทางคณิตศาสตร์ของนักเรียนในเขตพื้นที่ภาคตะวันออกเฉียงเหนือ
“As Chairman Dean, Faculty of Education (all 16 institutions), we went to visit and to observe mathematics classroom for Grade 1 and Grade 5. We are admired and impressive this innovation for learning and research.Hopefully, there will be development and spread of innovation. Will be adapted across Thailand in the future.”
“I have been glad, proud and impressive with teaching development of KookhamPittayasan School. It is very obvious that such teaching approach has developed students’ thinking and desirable characteristics by emphasizing on students. I would like to encourage all of you and I believe that it will be successful. Teachers and teacher professional development have to suitably been inside a new school context that would develop graduate in the new era.”
Prof. Dr. Somwung Pitiyanuwat, a director of national assessment center
ภาพจากชั้นเรียนในการประชุมนานาชาติ EARCOME 6 วันที่ 18 มีนาคม 2556ผู้สอน: คุณครูพิสมัย แข็งสง่า โรงเรียนบ้านบึงกาฬ จ.บึงกาฬ, นักเรียน ชั้นประถมศึกษาปีที่ 1 โรงเรียนบ้านท่าเรือ จ.ภูเก็ต
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Students’ achievement in Mathematics of Students
in Project Schools
by O-NET (Ordinary National Education Test) scores
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13.56
25.51
37.4537.14
26.67
78
32.19
36.43
59.56
40
59.81
49.67
60.3
34.75
52.5
69.08
47
45.35
35.04
25.89
29.33
53.41
34.82
33.5
38.87
47.5543.76
37.14 34.85
24.87
35.72 35.77
0
10
20
30
40
50
60
70
80
90
2548 2549 2550 2551 2552 2553 2554 2555 2556
Kookam Pittayasan School
Banbungneumbungkainoon School
Chumchonban chonnabot school
Mean
O-NET (Ordinary National Education Test) Score in Mathematics of Students in Project Schools
2005* 2006* 2007* 2008 2009 2010 2011 2012 2013
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1
38.3
38.33
61.2
43.5737.45 37.14
26.67
78
36.4331.22
48.41
41.7537.71
43.67
33.25
0
10
20
30
40
50
60
70
80
90
2548 2549 2550 2551 2552 2553 2554 2555 2556
O-NET Score in other Subjects of Students in Project Schools
2005 2006 2007 2008 2009 2010 2011 2012 2013
Science 13.59Mathematics 13.56Thai 10.63
Science 31.22Thai 26.47Mathematics 25.51
Thai 27.06Mathematics 26.67
English language 32.81Science 32.59Mathematics 32.19
Thailanguage Mathematics Science English
language
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47.65
40.3435.08 34.96
40.444.88
59.56
40
59.81
49.67
34.75
52.5
45.59
53.45
29.7632.81
51.29
30.33
35.69
56.9160.6
17.33
41.25
53.71
29.18 27.5
0
10
20
30
40
50
60
70
2548 2549 2550 2551 2552 2553 2554 2555 25562005 2006 2007 2008 2009 2010 2011 2012 2013
Thai 61.27Mathematics 60.3
* 2006-2007 ไมม่ขีอ้มลูการสอบในทกุวชิา
O-NET Score in other Subjects of Students in Project Schools
Thailanguage Mathematics Science English
language
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56.04 55
33.77
39.59 35.52
26.49
49.3143.57
69.08
45.35
35.04
25.89
29.3334.82
43.4248
42.3141.11
28.1834.4
39.01 36.6538.96
20.1411.87
34.6 32.6429.33
0
10
20
30
40
50
60
70
80
2548 2549 2550 2551 2552 2553 2554 2555 25562005 2006 2007* 2008* 2009 2010 2011 2012 2013
* 2007-2008 ไมส่อบEnglish language
English language 47Mathematics 47
Thai language 53.59Mathematics 53.41
Mathematics 33.5Science 33.14
O-NET Score in other Subjects of Students in Project Schools
Thailanguage Mathematics Science English
language