30/05/2022

Mathematics Education to Develop Students Agency: Problem Solving Approach,
Shape & Figure, Measurement, and Pattern & Data
‘Teaching Mathematics to Develop Mathematical Thinking
as Higher Order Thinking: How do you teach? Why?’ III

12 Whatis OpenApproachin Thailand context?
3 OpenApproachincorporatewithLessonStudy:
ThailandLessonStudyandOpenApproach(TLSOA)
4 HowOpenApproachi
mplementedin theclassroom
Example of 1st grademathematics classroom in Thailand: 9+4

Assoc. Prof. Maitree Inprasitha, Ph.D.

Vice President for Education and AcademicServices
Acting Director, Institute for Research and Development in Teaching Profession (IRDTP) for ASEAN,
Khon Kaen University, Thailand

TodayTopics
1 ATraditional TeachingApproach

1Didactic Triangle asClassroom Analysis

ATraditional
TeachingApproach

Teacher

Student3Contents
41

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Contents

demonstrating,questioning, describing,lecturing, etc.,

Z..Z..Z

Morethan50%
ofthelesson

memorizing

A teacher(Inprasitha,2011)

Thailand (Inprasitha, 2009)

Students

Challenges for New Classroom Teaching Practice

Improvement of Traditional Classroom Practice

WhyWhytoTeaching  Learning
Paradigm

WhatWhatParadigm

toKnowledge  Thinking
Emphasis

How6Emphasis

How
7

Access to students’ ideas82

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Foundationfor OpenApproach

2

Two Phases of OA

OpenApproach:AProposalforNewClassroom
TeachingPracticeProblemPosingPhase

ProblemSolving
Phase
10

9

From classroom...
answerFocusofProblemPosingPhase
ProblemPosingPhase

Problemgiven byteachers answer

 Designing“Task or Problem Situation”

Problem 1

Problem 2

answer

Problem 3

Problem 6

 Engaging students with
“Task or Problem Situation”

answeranswer

Problem 5

Problem 4
answer11And
focus onanswer(Inprasitha, 2006; 2010; 2011; 2016; 2019)3

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To thisclassroom...
Task/Problem
carefully
designed byLS Team
engageTask/Problem
Situations

To thisclassroom...
Context isrelevant to
students’experiences

Context

engageengageTask/Problem
Situations
Condition

Condition is aset of short/
clear instruction
with underlying
keywords toaccess student’s
ideas

Focus onaccess tostudents’ ideas

engage(Inprasitha, 2006; 2010; 2011; 2016; 2019)(Inprasitha, 2006; 2010; 2011; 2016; 2019)

ProblemSolvingPhase

Variousteachers’ ideas
provide‘meaningfulcontext’ContextAnd polishing‘keywords’ ininstruction
Lesson Study Team

(Inprasitha, 2006; 2010; 2011; 2016; 2019)

Createcontext andconditionโจทย์(TaskสeถsาigนnการณdปหาD)/Conit oญi n(ProblemSituations)

Createcontext andcondition

ProblemSolvingphase
Students solve their own problem (not teacher’s problem)with teacher’s observation
Students discuss emerged ideas among groupand whole class discussion
Students reflect, connect ideas, then summarize and take note164

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Driving whole school approach with weekly cycle of Thailand Lesson Study and Open Approach

3Teachers
collaboratively design
problem situations,once a week

OpenApproachincorporate in Lesson
Study:Thailand LessonStudyand
OpenApproach(TLSOA)

LessonStudy

Posing open-ended
problem or task in order
to be students’ problem

OpenApproach
Discuss and compare“students’ideas” andhelp them to express
their reasonsWeekly Cycle
17

Weekly cycle of Open approach Lesson Study (Inprasitha, 2003; 2006; 2011; 2016; 2017)

Problem posing phase

4

Using textbook toprepare
problem situationand engage students

HowOpenApproachimplemented
in the classroom

Example of 1st grade mathematics classroom
in Thailand: 9+4
19

5

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21

22

Short/ clear instruction
with larger than 10
as keywords

2324

6

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LSTeamcarefully design
Canyouanticipate students’ ideas?

9+4 larger than 10 ornot ?

Problem Posing Phase
27 September 2016
First grade mathematics classroom
at Khookam Pittayasan School, Khon Kaen
Teacher: Miss Lalita Maliton, Internship Student

Whatare the students’difficulties in thislesson?

Problem Situations

26

Problem Solving Phase• Students solve their own problem (not teacher’s problem) with teacher’s observation

9 children are playing in sand box
and 4 children are playing a slider.
Howmany children are there?
Instruction: Please show that “9+4” is greater or less than 10?

7

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Students’Ideas

Problem Solving Phase• Students discuss emerged ideas among group and whole class discussion

Problem Solving Phase• Students reflect, connect ideas, then summarize and take note8

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Lesson Study Team

Mathematics
TeacherInternshipStudentEnglish
Language
Teacher
Science
Teacher

Expansion of TLSOA in other subjects
Narumon Changsri
Center for Research in Mathematics Education,
Khon Kaen University

Art Teacher

An example of problem
situation related toclimate.

Mathematics
Teacher

There are various teachers
such as mathematics
teacher, science teacher,art teacher working
together as a lesson study
team. They design
mathematics problem
situation together. Afterthey have experienced inmathemtics classroom,
they call for problem
situation in varioussubjects.

InternshipStudent
Thai
Language
TeacherThis problem situationconsists of 4 tasks.

We started from mathematics textbook anddesigned problem situation based on Prof.
Maitree’s model.

From
Mathematics
toIntegration…

Teacher posed this problem situation to the 3rd grade students(9 years old).

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Task 1. Which country do you
want to travel? Please
investigate about the country
and its climate.
Country: India
Reason: 23oF
and I want tosee its beatiful
dress andfood.
Climate: Winteris 15 degrees inaverage.

Country: Japan
Reason: I want togo to Japan in
winter season. I
want to play snow
and I want to playwith Doraemon, Jian, Shizuga andZuneo. Japanesesnacks aredelecious.
Climate: Beautiful,various seasons,winter.

Country: SouthKorea
Reason: Snow
Climate: Spring,Winter, Summer,Autumn••••••Task 2. What did you see from the map of Japan country?

Task 3. What did you see from thepictures of Nigata and Naha city?
MonthNigata
NahaNigata

Naha

Nigata:• coldweather,• snow,• beatiful
mountain• 3oC,• Low
temperature
10 to 0degreeNaha:• Beautiful,• Sakura• Hightemperature
10 to 25degrees• Hightemperaturemeans that
it is very hot.

Island,Island with snow
cold weather
with white fog
Yellow color sandLight blue color
River

Task 4. Let’s observe how thetemperatures of Nigata andNaha changed and thedifferences between the twocities.

• Every month of Naha has higher
temperature than Nigata.
• Naha has the highest temperauture in July.
• Nigata is colder than Naha.
• Light blue color refers to snow and cold.
• Red color refers to hot weather, likesunshine.
• Hot weather refers to high temperature.
• Cold weather refers to low temperature.

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English Classroom via Zoom application

SCIENCE CLASSROOM
Posing Problem Situation

FINALLY, I WOULD LIKE TO CONCLUDE
THAT WE COULD USE OPEN APPROACH
AS A TEACHING APPROACH IN VARIOUS
AND ACROSS SUBJECTS.
Thank you very much

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