Transcript Abstract of Project and Conference

APEC-Tsukuba International Conference
At Tokyo and Kanazawa, Dec., 8-15, 2007
APEC HRD Project. 02-2008
Collaborative Studies on Innovations for Teaching and
Learning Mathematics in Different Cultures (III)
-Lesson Study focusing on Mathematical Communication-
Background and Aims
Priority area of the third APEC Education Ministerial
Meeting
“Stimulating Learning in Mathematics and
Science”
.
Supporting
Challenges
of Each
Economies
through
Lesson
Study
Structure of the Project for Welfare in APEC
Meeting
at
Thailand
Japan
Child Centered:
from
Product Approach
To
Process Approach
APEC
Each Economy
Textbook
Videos
Knowledge
Bank
Specialists
Group of Teachers
Group of Teachers
Group of Teachers
Group of Teachers
Developing Communicators for APEC
welfare!
APEC HRD Edu-net KNOWLEDGE Bank
Developing Knowledge Network
Ecnomoy
Ecnomoy
Ecnomoy
Ecnomoy
Ecnomoy
Ecnomoy
Economy
Economy
Economoy
Ecnomoy
Ecnomoy
Ecnomoy
Ecnomoy
Ecnomoy
Ecnomoy
Economy
Economy
Economoy
Economy
Economy
Economy
Collaborative Studies on Innovations for Teaching and
Learning Mathematics in Different Cultures (III)
Lesson Study focusing on Mathematical Communication-
Developing Human Network
Procedure of the Project 2008
Each economy
started to share
the ideas on
movement of
Lesson Study
January, 2008
Japan as a host
1
Each economy
challenged to develop
Teaching Approaches 2
Each
for Mathematical
Communication via. Economy
Lesson Study by
involving school
teachers
Encourage to
use developed
TA for MC and
videos for LS
Movement by 4
Teachers in
Each
each economyEconomy
Each economy
shared the
results of
Lesson Study
August, 2008
3
Thailand as
a host
13 economies
We want to enhance the Educational Improvement in
each economy
16 economies
How many are there the unit squares?
Mathematical
Thinking
enabling us
looking at the
world differently.
By D. Tall
Counting: One, Two, Three,….
↓
Adding:
8+9+10
↓
Multiplying:
3x9
If there is not Lesson Study?
If we introduce Lesson Study?
A U.S. teacher said , “Before Lesson Study, we had talked about multiple
intelligences, constructivism and so on, but never talked about the contents of
teaching. In the Lesson Study project, we began to talk about the subject matter,
why we teach it, how we teach it and what students learn from the lesson” by
Catherine Lewis
Pedagogical
Content Knowledge
How can we develop students’
centered leaning?
Pedagogical
Knowledge
Lesson Study
For Developing
Classroom
Communication
Content
Knowledge
Developing Pedagogical Content Knowledge
Plan
Research Lesson
Reflection
Why do we focus on
mathematical communication?
Dec. 9. First day:
Representation and Communication
Keynote Lectures
Tadao Nakahara, Kozo Tsubota, Koeno Gravemeijer
Research Lesson: Kozo Tsubota, 6th grade, Considering How to Use
Ratio.
Panel Discussion about Lesson
Working Group and Lectures, Report Back from WG
Dec. 10. Second day:
Communication, Argumentation and Reflection
Keynote Lectures
Hiroshi Nemoto, Hiroshi Tanaka, Guershon Harel
Research Lesson: Hiroshi Tanaka, 5 grade.
Panel Discussion about Lesson
Working Group and Lectures, Report Back from WG
Closing Remarks Shizumi Shimizu
Why do we focus on
mathematical communication?
• On your national curriculum document (including the
general document of whole curriculum), how does it
enhance communication or mathematical
communication for students?
– What are your components of mathematical
communication to develop?
• When you consider the classroom communication,
what kinds of components you want to integrate on the
words of communication for developing mathematical
thinking?
– What kinds of approach will you prefer to develop the
communication in classroom?
• What is your model teaching approach (or your
teaching strategy) to enhance classroom
communication in mathematics?
How can we develop?
Representation and Communication
Panel Discussion about Lesson
Chair: Yasuhiro Hosomizu (Univ. of Tsukuba)
Panelist: Marcela Santillan Nieto (Mexco), Tran Vui (Vietnam)
Cheng Chun Chor Litwin (Hong Kong)
Kozo Tsubota, Yoshikazu Yamamoto(Univ. of Tsukuba)
Working Group and Lectures
APEC specialists;
WG on what are Representation and Communication in this lesson for
considering how to develop the lesson.
Japanese participants; Lectures
Report Back from WG
Reporter: Wang Shangzhi (China), Mangoo Park (Korea),
Monica Miyagui (Peru)
Reflection and Argumentation
Panel Discussion about Lesson
Chair: Max Stephens (Australia)
Panelist: Arturo Mena (Chile), Satoshi Natsusaka, Takao
Seiyama, Hiroshi Tanaka (Univ. of Tsukuba)
Working Group and Lectures
APEC specialists;
WG on what are Reflection and Argumentation in this
lesson for considering how to develop the lesson.
Japanese participants; Lectures
Report Back from WG
Reporter: Su Chun Lin (Chinese Taipei), Madihah Khalid
(Brunei Darussalam), Francisco Cerda Bonomo (Chile)
How can we develop?
Argumentation and Reflection
Panel Discussion about Lesson
Chair: Max Stephens (Australia)
Panelist: Arturo Mena (Chile)
Satoshi Natsusaka, Takao Seiyama, Hiroshi Tanaka (Univ. of
Tsukuba)
Working Group and Lectures
APEC specialists;
WG on what are Reflection and Argumentation in this lesson for
considering how to develop the lesson.
Japanese participants;
Lectures
Report Back from WG
Reporter:Su Chun Lin (Chinese Taipei), Madihah Khalid (Brunei
Darussalam),Monica Miyagui (Peru)