Abstract
This study aimed to analyze boundaries of the community of teachers’ imple- menting the mathematics textbooks with Lesson Study and Open Approach. For this study, Mathematics textbooks were Japanese mathematics textbooks (Thai version), consisting of mathematics problems, flow of lesson, and students’ mathematical ideas. The participants were 2 expert teachers who use the textbooks in the classroom using Lesson Study and Open Approach since 2013. The data were collected in 2017 school year by using interview andclassroom observation with video recording. The data were analyzed based on Wenger, McDermott, & Snyder (2002)’s framework of community of practice. The results showed that the teachers practiced in 3 boundariesof the community: 1) within school—every week, they use the textbooks to design mathematical problems and anticipating students’ ideas with their school team, then they teach the lesson and observe students’ ideas in the classroom, and they reflect on students’ ideas that occurred in their classroom, 2) across schools—every semester, they form team with teachers who work in different schools of the project to design/observe/reflect a classroom by using the textbooks in school open class activity, and 3) across organization boundaries —every year, they and their school network participated in the activities, the national open class, the workshop for school teachers, the national and international conference, that help them to understand students’ ideas via classroom by using the textbooks and sharing with their school teachers and university experts.
Highlights
Before entering the 21st Century, most of teachers’ learning in Thailand depends upon a professional development by disseminating information to teachers through various kinds of short course training (Inprasitha, 2015, 2017)
The participants were 2 expert teachers who use the textbooks in the classroom using Lesson Study and Open Approach since 2013
In 2002, Center for Research in Mathematics Education Faculty of Education, Khon Kaen University started to conduct Lesson Study and Open Approach in the project for teacher professional development to elementary schools (Inprasitha, 2015). Both of Lesson Study and Open Approach impacted teachers’ formal role that emphasizes teaching by telling definitions, remembering rules and doing exercises that appeared in Thai mathematics textbooks
Summary
Before entering the 21st Century, most of teachers’ learning in Thailand depends upon a professional development by disseminating information to teachers through various kinds of short course training (Inprasitha, 2015, 2017). In 2002, Center for Research in Mathematics Education Faculty of Education, Khon Kaen University started to conduct Lesson Study and Open Approach in the project for teacher professional development to elementary schools (Inprasitha, 2015). Both of Lesson Study and Open Approach impacted teachers’ formal role that emphasizes teaching by telling definitions, remembering rules and doing exercises that appeared in Thai mathematics textbooks
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
