Abstract
This research aims to analyze how and what teachers learn in community of implementing mathematics textbooks with Lesson Study and Open Approach about addition in number and operations for first grade. The participants were 2 teachers who use the textbook in the classroom using Lesson Study and Open Approach. The mathematics textbooks for this study were Japanese mathematics textbooks (Thai version), and consist of mathematics activities, flow of lesson, and students’ mathematical ideas (Inprasitha, 2015b). The data were collected in October 2015 by interview and classroom observation with video recording. The data were analyzed based on communities of practice (CoP) from Wenger, McDermott, & Snyder (2002), and Shulman & Shulman (2004). The result of this research found that how and what teachers learned in community of implementing mathematics textbooks with Lesson Study and Open Approach, are 2 aspects: 1) teachers learned about the content of mathematics from their sharing on the textbook and students’ ideas together, and 2) teachers learned how to teach the content, through using the textbook for sharing anticipating students’ ideas, observing students’ ideas, and reflecting by using evidence from students’ ideas that appeared in classroom.
Highlights
The result of this research found that how and what teachers learned in community of implementing mathematics textbooks with Lesson Study and Open Approach, are 2 aspects: 1) teachers learned about the content of mathematics from their sharing on the textbook and students’ ideas together, and 2) teachers learned how to teach the content, through using the textbook for sharing anticipating students’ ideas, observing students’ ideas, and reflecting by using evidence from students’ ideas that appeared in classroom
The results showed that how and what the teachers learned in community of implementing mathematics textbooks with Lesson Study and Open Approach, who designed lesson plan together in first grade about addition with answer more than 10
The teachers were the representatives of their group, taught in the classroom, from this practice show that what teachers learned about students’ ideas from community of implementing mathematics textbooks with lesson study and open approach in two aspects
Summary
When considering the composition and the relationship between each level, there is some improving about curriculum and textbooks, but there is a lack of clear guidance or the process of developing knowledge and understanding for teachers, as their role is textbooks user and has the primary responsibility for teaching and learning in the classroom. Before entering the 21st Century, the professional development relies on short-term teacher training, that aims to let teachers can learn new knowledge or teaching techniques, to escape from their classroom. Teacher professional development must include both guidelines and communities for teachers to learn by designing a lesson plan, teaching and observing students, and reflecting together (Inprasitha, 2015c; Takahashi, 2015). One of the methods originated from Japan for more than 140 years and has been adapted in Thailand for more than 10 years, namely Lesson Study
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
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.
