Abstract

Abstract

At the third APEC Education Ministerial Meeting held on 29-30 April 2004 in Santiago, the ministers defined the four priority areas for future network activities. “Stimulating Learning in Mathematics and Science” is one of the four priority area. Based on this priority, APEC HRDWG approved this project, ‘Innovation of Classroom Teaching and Leaning through Lesson Study’.

Lesson Study is a world known school based action research for both professional development and curriculum development, and an essential strategy to improve the quality of education in economies. As well as previous projects APEC HRD 03/2006, 02/2007, FY 2008 project has four phases: First phase is aimed to share the ideas and the planning of Lesson Study for each economy in Japan. Second phase is aimed to engage in Lesson Study for developing models in each economy. Third phase is aimed to report the results of Lesson Study and share the models in Thailand. Fourth phase is aimed to adapt the model in each economy.

Why do we focus on mathematical communication?

In this knowledge based society, a kind of knowledge could be shared on the website. Plenty of useful information and resources that allow interactions within society could be uploaded if necessary from the web. Nevertheless once information is introduced onto the internet, nobody has control over it anymore. Computer technology is embedded in the environment and innovation is a current key word for sustainable development of globalization.

In making use of information, the competency of thinking symbolized by the keywords such as critical, collaborative, developmental, creative, and mathematical, and the sense of values such as innovative and sustainable, is essential to be developed by teachers. It induces that we should change our teaching from product-based teaching approach such as lecturing skills and knowledge to process-based teaching approach represented by the communication in the classroom.

In the society, higher order mathematical concept itself is embodied in the thinkable representation (Tall, 2006) on the computer but it is still necessary to think mathematically (Stacy, 2006) on the situation with mathematical concept. Thus, we focused on the development of mathematical thinking in the project year 2007. When we think about these keywords as well as mathematical thinking, we know that to develop classroom communication is important because to develop thinking ability is explained by internalizing communication from inter subjective communication to inner subjective one. Based on this principle, critical thinkers will be developed through the reflective experiences of critical discussion. As a kind of competency, critical thinkers could be developed in other subjects or fields, not only in mathematics. Math educators recognize that such kind of narrow meaning of mathematics is the result of ready made, product based, or chalk and talk approach of school mathematics. Here, we, math educators, let people know that if we know the essential meaning of mathematics, mathematics is the most necessary subject to develop the essential way of communication. Mathematics is the most appropriate subject to develop the communications because both mathematical way of communication and mathematical thinking is a necessary for tomorrow’s better life.

One could view mathematics as a kind of second language which will not be acquired without studying it in school. For the sustainable development on various meaning of globalization, the ability to challenge the problem which does not have only one answer and trying to find best solutions through collaboration beyond each economy is important. This is the problem solving approach itself in mathematics education (Takahashi, 2006; Okubo, 2006.). Mathematical communication is an important key idea not only for improving mathematics but also for developing necessary ability for sustainable development on the knowledge based society. From these views, we focus on mathematical communication.

On your national curriculum document (including the general document of whole curriculum beyond mathematics), how does it enhance communication or mathematical communication for students? Even if the word of communication is not mentioned, it is important to consider why it is not mentioned.

Date:	August 24 - 31 , 2008
Venue:	KhonKaen, Thailand
Organized by:	Center for Research in Mathematics Education (CRME) Faculty of Education, Khon Kaen University (Thailand)
Co-organized by:	Khon Kaen University (Thailand), Kanazawa University (Japan)
Supported by:	Commission of Higher Education, Minisitry of Education Khon kaen University

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APEC-KHON KAEN International Symposium 2008

Innovative Teaching Mathematics through Lesson Study III

-Focusing on Mathematical Communication-

Faculty of Education, Khon Kaen University, August 24-31, 2008

August 24 (Sun) 2008: Arrival Date

August 25 (Mon) 2008: Day 1 (How to Implement Lesson Study?)

08.00 – 08.45 Registration at Saisuree Jutikul Conference Room, 2^ndFloor, Faculty of Education

08.45 – 09.00 Report: Dean of Faculty of Education (Assist. Prof. Dr. Paisan Suwannoi)

09.00 – 09.10 Opening Remarks: Secretary General, the Office of the Commission on Higher Education, Ministry of Education (Dr. Sumate Yamnoon)

09.10 – 09.20 Welcome Address: Lead Shepherd of APEC Human Resources Development Working Group: HRDWG (Dr.Alan Ginsburg)

09.20 – 09.30 Welcome Speech: President, Khon Kaen University (Prof.Dr.Sumon Sakolchai)

09.30 – 10.30 Keynote Speaker: Maitree Inprasitha, Khon Kaen University “Thailand’s Experience in Lesson Study for Enhancing Quality in Education”

10.30 – 11.00 Break

11.10 – 12.00 Keynote Speaker: Akihiko Takahashi, DePaul University “Reflecting Upon Implement of Lesson Study in USA”

12.00 – 13.00 Lunch at Multipurpose Room (1^st Floor; Opposite to the Computer Room)

13.00 – 13.10 Explanation of Lesson Plans of the 1^st Grade Class

13.10– 14.00 Starting the classroom Lesson of the 1^st Grade

14.00– 14.40 Discussion of the 1^st Grade : Ms.Chonlathorn Nonting, Ms.Areewan Silarat, Lim Chap Sam, Emori Hideyo, Shizumi Shimizu, Maitree Inprasitha

14.40 – 15.00 Break

15.00 – 15.10 Explanation of Lesson Plans of the 5^st Grade Class

15.10 – 16.00 Starting the Classroom of the 5^st Grade

16.00 – 16.40 Discussion of the 5^st Grade Lesson: Ms.Thanawadee Thongthawee , Ms.Uthaiwan Thanacomma, Yeap Ban Har, Masami Isoda,

Akihiko Takahashi, Maitree Inprasitha

18.30 – 21.00 Welcome Party at Rap Khwan Room, Kwanmor Hotel, Khon Kaen University (Close to the University North Gate)

August 26 (Tue) 2008: Day 2 (Lesson Study focusing on Mathematical Communication)

08.30 – 09.20 Keynote Speaker: Masami Isoda, University of Tsukuba “Japanese Problem Solving Approach for Developing Mathematical Thinking

and Communication: Focusing on Argumentation with Representation and Reasoning”

09.20 – 09.50 Peter Gould (Australia) “Communicating Mathematical Reasoning: More than just Talk”

09.50 – 10.20 Madihah Khalid (Brunei Darusaram) “Investigating Communication in Primary Three Bruneian Classrooms”

10.20 – 10.30 Commentary for audience: Tran vui

10.30 – 10.50 Break

10.50 – 11.20 Arturo Mena-Lorca (Chile) “Novel aspects of Lesson Study in Chile”

11.20 – 11.50 Francisco Cerda Bonomo (Chile) “Lesson Study in Primary Pre-service Mathematics Teacher Education: Focused

on Mathematical and Didactical Communication”

11.50 – 12.00 Commentary for audience: Patsy Wang-Iverson

12.00 – 13.00 Lunch at Multipurpose Room (1^st Floor; Opposite to the Computer Room)

13.00 – 13.50 Keynote Speaker: Hideyo Emori, Gunma University “We shall overcome dysfunctional beliefs for introducing communication study”

13.50 – 14.20 Cheng Chun Chor Litwin (Hong Kong)

14.20 – 14.50 Lim Chap Sam (Malaysia) “Promoting Mathematical Thinking and Communication in a Bilingual Classroom”

14.50 – 15.05 Commentary for audience: Seah Wee Tiong and Madihah Khalid

15.05 – 15.30 Break

15.30 – 16.00 UiHock Cheah (Malaysia) “Refining Communication to Improve Mathematics Didactics: A Case Study”

16.00 – 16.30 Soledad A. Ulep (Philippines) “Promoting mathematical communication in the classroom through solving open-ended problems”

16.30 – 17.00 Commentary for audience: Francisco Cerdo and Arturo Mena-Lorca

August 27 (Wed) 2008: Day 3 (Lesson Study focusing on Mathematical Communication)

08.30 – 09.20 Keynote Speaker: Minoru Ohtani, Kanazawa University “Design Experiment for Teaching Proportion Based

on Cultural-Historical Activity Theory: Process of Symbolizing through Collective Discourse”

09.20 – 09.50 APEC Lead Shepherd: Alan Ginsburg “APEC Wiki Project”

09.50 – 10.10 Break

10.10 – 10.40 Wei-Chang SHANN (Chinese Taipei) “Project Report, Chinese Taipei: Focusing on Mathematical Communication.”

10.40 – 11.10 In-Chul Jung (Korea)

11.10 – 11.40 Yeap Ban Har (Singapore)

11.40 – 11.55 Commentary for audience: Peter Gould and Cheng Chun Chor Litwin

11.55 – 13.00 Lunch at Multipurpose Room (1^st Floor; Opposite to the Computer Room)

13.00 – 13.30 Ronel Paulsen (South Africa)

13.30 – 14.00 Noboru Saito and Maitree Inprasitha (Thailand) “How to Enhance Students’ Mathematical Communication Ability”

14.00 – 14.30 Tran Vui (Vietnam) “A Lesson that may Enhance Classroom Communication to Develop Students’ Mathematical Thinking

in Vietnam: Describing a Real Fact by a Linear Equation and Solve It”

14.30 – 14.45 Commentary for audience: Solidad A.Ulep and Max Stephens

14.45 – 15.00 Discussion

15.00 – 15.20 Break

15.20 – 16.30 Appointment of Working group for specialist session

August 28 (Thu) 2008: Day 4 (Specialist Session)

08.00 – 10.00 Viewing Classroom videos emphasis on Mathematical Communication taken in Japan during APEC Tokyo-Kanazawa 2007 (Divided into four groups)

10.00 – 10.30 Break

10.30 – 12.00 Discussing on Classroom videos

12.00 – 13.00 Lunch at Multipurpose Room (1^st Floor; Opposite to the Computer Room)

13.00 – 14.30 Recording Video Commentary of each specialist of each group

14.30 – 15.00 Break

15.00 – 17.00 Book Editorial Meeting and APEC 2009-2010

August 29 (Fri) 2008: Day 5

08.00 – 11.00 School Visit (specialist session)

Noon Depart Khon Kaen (For Excursion Tour: Depart Khon Kaen by Bus)

August 30 (Sat) 2008: Day 6

Excursion Tour in Cambodia

August 31 (Sun) 2008: Day 7

Excursion Tour in Cambodia

Documents

APEC Lead Shepherd

Alan Ginsburg (2008). APEC Wiki Project.

Keynotes

Akihiko Takahashi (2008). Reflecting upon How to implement Lesson Study.

Hideyo Emori (2008). We shall Overcome Dysfunction Beliefs for Introducing Communication Study.

Maitree Inprasitha (2008). Thailand’s Experience in Lesson Study for Enhancing Quality in Education.

Masami Isoda (2008). Reflecting upon mathematical problems, problem solving, and problem posing in Lesson Study .

Minoru Ohtani (2008). Design Experiment for Teaching Proportion based on Cultural-Historical Activity Theory: Process of Symbolizing through Collective Discourse.

Papers

Arturo Mena-Lorca (2008). Novel aspects of Lesson Study in Chile.
Chang-Shou Lin, Jun-Yu Chen, Shu-Jun Lin, Ping-Zen Ong, Lin-Wei Zhang, andWei-Chang Shann (2008). Project Report, Chinese Taipei: Focusing on Mathematical Communication.
Francisco Cerda Bonomo (Chile) (2008). Lesson Study in Primary Pre-service Mathematics Teacher Education: Focused on Mathematical and Didactical Communication.