2012 ©
Journal Publication
Research Title Flow of Lessons in Mathematics Textbook for School Mathematics Learning in Classroom using Lesson Study and Open Approach 
Date of Distribution 24 November 2017 
     Title of the Conference World Association of Lesson Studies International Conference 2017 (WALS2017)  
     Organiser World Association of Lesson Studies (WALS) 
     Conference Place Nagoya University 
     Province/State Nagoya, Japan 
     Conference Date 24 November 2017 
     To 27 November 2017 
Proceeding Paper
     Volume 2017 
     Page PP-056 
     Abstract Mathematics teaching and learning should be meaningfully connected to students’ daily life (Nunes, Schliemann & Carraher, 1993). This research was aimed to analyze flow of lesson or sequence of teaching; (1) Representations of real world (2) Semi concrete aids and (3) Representations of mathematical world (Inprasitha, 2016, in Thai) for school mathematics learning (Mathematics Education Department, Faculty of Education, Khon Kaen University, 2004). This analysis was accomplished in problem solving mathematics textbook by a lesson study team in Thongchai Wittaya School where has been participating in the Students’ Mathematical Higher Thinking Development Project in Northeastern of Thailand. Teachers in the lesson study team use Open Approach as a teaching approach and Lesson Study as a way to improve the teaching approach (Inprasitha, 2011b; 2015). Data analysis was done by employing qualitative methodology and document analysis was selected to be a research tool in mathematics textbook as a unit of analysis. These analysis were considered in the translated-from-English-to-Thai-version textbook “2nd Grade Mathematics for Elementary: Study with your Friends” which preface, written by Associate Professor Maitree Inprasitha, Ph.D., states that ‘this book represents both contents and teaching approaches at the same time’ (Inprasitha, 2011a, in Thai). Length (1) was selected as a substance to conduct the analysis by using Flow of Lesson (Inprasitha, 2016, in Thai). The analyzed data was presented by using an analytic description by showing the flow of lesson or sequence of teaching in each period. Research results were shown that there are rich of flows of lesson in the Length learning unit as follows; (1) Representations of real world are sculpting, surrounding stuffs, challenging in students‘ daily life such as how to call the length over centimeter(s), (2) Semi concrete aid are adpted stuffs as measure tools, and (3) Representations of mathematical world are direct and indirect comparison, 1 centimeter (cm) equals to 10 millimaters (mm), relationship between cm and mm, calculating such length. In classroom, a teacher will present the reprsentation of real world to students and the students will develop semi-concrete aids to form mathematical world by themselves (Inprasitha, 2016, in Thai). These analysis results will be applied in lesson plans for learning of school mathematics in classrooms using Lesson Study and Open Approach. 
557050010-6 Miss PIMPAKA INTAROS [Main Author]
Education Doctoral Degree

Peer Review Status มีผู้ประเมินอิสระ 
Level of Conference นานาชาติ 
Type of Proceeding Abstract 
Type of Presentation Oral 
Part of thesis true 
Presentation awarding false 
Attach file
Citation 0