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Publication
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| Research Title |
AN ANALYSIS OF TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE IN THE TOPIC OF FRACTION AFTER UTILIZING LESSON STUDY AND OPEN APPROACH |
| Date of Distribution |
21 July 2022 |
| Conference |
| Title of the Conference |
45th Conference of the International Group for the Psychology of Mathematics Education |
| Organiser |
University of Alicante |
| Conference Place |
University of Alicante, Spain |
| Province/State |
San Vicente del Raspeig, Alicante, Spain |
| Conference Date |
18 July 2022 |
| To |
23 July 2022 |
| Proceeding Paper |
| Volume |
45 |
| Issue |
4 |
| Page |
4-255 |
| Editors/edition/publisher |
Fernández, C., Llinares, S., Gutiérrez, A., & Planas, N. (Eds.)/4/Universidad de Alicante |
| Abstract |
The development of Pedagogical Content Knowledge (PCK) is the result of teaching and teaching preparation (Shulman, 1986). Lesson study and Open Approach innovations can be utilized to recognize the central importance and difficulty of teaching by bringing the teaching process to frameworks and best practices in the classroom (Inprasitha, 2011).
This research was designed to analyse teachers’ PCK in teaching the topic of multiplication of fractions after practicing the Open Approach incorporated in the Lesson Study process. Target groups consisted of two Lesson Study groups from two schools. Each LS group was comprised of 3-4 mathematics teachers at the project school, prospective teacher, and experts. Lesson study process in Thailand context was proposed by Inprasitha in 2004 consisting of three steps: collaborative design research lesson (Plan); collaboratively observe research lesson (Do); and collaboratively reflect on teaching practice (See) to change the paradigm of teachers’ PCK in their teaching. The LS group started the ‘Plan’ step by meeting together to discuss and design a research lesson. This was followed by incorporating an Open Approach composed of four phases: posing open-ended problems; students’ self-learning; whole-class discussion and comparison, and summarize by connecting students’ mathematical ideas emerged in the classroom in the ‘Do’ step. Finally, the LS group participated in the ‘See’ step by reflecting on the teacher teaching and student learning activities. A qualitative research approach case study design was employed using research instruments: lesson plans, observation records, field notes, and interview protocol. Data was collected through the Lesson Study process and analysed using content analysis.
Results revealed that the target groups anticipate students’ ideas thoroughly, but they still lack plans to organize with students’ ideas. They plan to use appropriate questioning to whole-class discussion and trigger students to use their knowledge to reach the solutions and realized a new how-to for multiplying fractions by themselves. |
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| 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 |
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| Citation |
0
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Journal Publication
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