Announcement of the online program for SEAMEO School Network (free of charge)
Third Online Program by CRICED, University of Tsukuba, Japan

Title:

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

Provided by
CRICED, University of Tsukuba, Japan: Affiliate Member of SEAMEO
Lectured by
Masami Isoda, Prof/PhD, University of Tsukuba, Japan

With support and contribution of (tentative)
Teh Kim Hong (ASMEP, Malaysia), Farida Nurhasanah, Sumardyono, Wahid Yunianto & Uki Rahmawati(SEAMEO-QITEP in Mathematics, Indonesia), Maitree Inprasitha, Narumon Changsri, Nisakorn Boonsena,Auijit Pattanajak, Uk Inprasitha (Khon Kaen University, Thailand), Nguyen Chi Thanh (Vietnam National
University-University of Education, Hanoi, Vietnam), Aida Yap & Edna Callanta (University of thePhilippines-NISMED, Philippines), Raimundo Olfos & Soledad Estrella (Pontificia Universidad Católica deValparaiso, Chile), Marcela Santillan (Universidad Pedagogica Nacional, Mexico)

Course Summary
On OECD Education for 2030 (2019), Student Agency means students who ‘learned how
to learn’. For this issue, the objective of this on-line lecture is teacher education to develop
student who learn mathematics by and for themselves with learning terminology ofmathematical thinking. On the past two courses, the first course focused on the introductionof numbers and operations, and the second course focused on fractions and proportionality.
Both courses were illustrated by the curriculum and learning standards SEA-BES: CCRLS,
which provides basic ideas of mathematics curriculum; and the task sequences which wasillustrated by the English Edition of Gakko Tosho Textbook using Japanese Problem Solving
Approach because its adapted editions have been used in Thailand, Mexico, Papua New
Guinea, Chile and Indonesia and it well illustrates the standards. Both courses provided theterminology which is necessary to distinguish conceptual differences for designing tasksequence in each lesson by explaining what’s learned and what should be learned on the lesson.
The new course, as Part III, focuses on Problem Solving Approach and terminology of allremaining strands: Shapes & Figures (Geometry), Measurement, Finding Pattern and Data
Handling on the same framework.

Couse Content, Registration and Certifications
It is a free program on SEAMEO priority areas #5 for ‘Revitalizing Teacher Education’ and#7 for ‘Adopting 21st Century Curriculum’. CRICED, University of Tsukuba, Japan, provides
the certifications to participants depending on the completion of ordered stages.
Each online lecture will be provided on a consecutive sequence based on the course
roadmap. Participants cannot skip any lesson because each lesson uses ideas which werealready discussed. At the end of each lesson we ask participants a short questionnaire forknowing how the lesson worked. Only the participants that answer the questionnaire will
receive the URL for the next lecture. This feedback from participants is used for evaluation ofthe program itself and as attendance confirmation, but not as an evaluation of the participants.
Course Roadmap for Part III
Topic

Title of Lesson

Schedule

1. Problem

1. Variation: Teaching Approaches for What

May 28th ,2022

SolvingApproach

2. Open Approach: Case of Thailand

June 4th ,2022

3. Problem Solving Approach and Task
Sequence
4. Dialectic Approach and Task Sequence

June 11th ,2022
June 18th ,2022

2. Shape &5. Difference of Shape and Figure2022

Figure(Geometry)

June 25th ,6. Figure and Attribute

July 2nd ,2022

7. Plane Figure and Properties

July 9th ,2022

8. Solid and Perspectives

July 16th ,2022

3.
Measurement

9. How to introduce the unit formeasurement
10. Length and Mass (Weight)

July 23rd ,2022
July 30th ,2022

11. Area and Volume

August
6th , 2022

12. Time, Angle and Others (rate and ratio)

August13th , 2022

4. Pattern

13. Functional Thinking: How to find theand Datapattern
14. Data Handling and Visualization of Data

August20th , 2022
August27th , 2022

15. Various Meaning of Probability

September
3rd , 2022

5. Summary

16. Mathematical Thinking and Activities

September10th , 2022

All the lessons will begin at Saturday evening from 19:00 (Japan time GMT+9) through alive streaming via YouTube. Each lesson will be approximately 50 minutes long. CRICED will
provide certifications to the participants in the following way:

Certification for Stage 1: Completed up to Topic 1 (Lesson 1-4)
Certification for Stage 2: Completed up to Topic 2 (Lesson 1-8)
Certification for Stage 3: Completed up to Topic 3 (Lesson 1-12)
Certification for Stage 4: Completed up to Topic 4 (Lesson 1-15)
Complete Certification of the course: Completed up to Topic 5 (Lesson 1-16)

Registration form (Deadline May 27th, 2022 at 15:00 Japan time (GMT+9):
https://forms.gle/ANAUzngEh2xvdTjD9Materials:
Major materials such as power-point files will be provided for the registered participants.

Contact
Masami Isoda, Prof/PhD. Director of CRICED, University of Tsukuba, 305-8572, Japan.
Inquiry form for the course: https://forms.gle/Nj5kNgQocR8S1WjQ9

References & Source
Masami Isoda with collaborators (2021). Teaching Mathematics to Develop
Mathematical Thinking as Higher Order Thinking: How do you teach? Why?
https://www.criced.tsukuba.ac.jp/en/seameo_online-program.html
https://www.criced.tsukuba.ac.jp/online-contents.html
Masami Isoda with collaborators (2021). Mathematics Education to Develop Students
Agency: The Case of Fractions (Teaching Mathematics to Develop MathematicalThinking as Higher Order Thinking: How do you teach? Why? II).
https://www.criced.tsukuba.ac.jp/seameo_online-program-fractions.html
https://www.criced.tsukuba.ac.jp/locked/case_of_fractions.html
Masami Isoda (2012). Fraction for Teachers. CRICED
https://www.criced.tsukuba.ac.jp/en/seameo_online-program-fractions.html
Masami Isoda, Raimundo Olfos edited (2021). Teaching Multiplication with Lesson
Study: Japanese and Ibero-American Theories for International Mathematics
Education. Cham, Switzerland: Springer. (Open Access)Masami Isoda, Aki Murata (2020). Study with your friends: Mathematics for Elementary
School (12 vols.). Tokyo, Japan: Gakko Tosho.
Masami Isoda, Aki Murata, Aida Yap (2015). Study with your friends: Mathematics forElementary School (12 vols.). Tokyo, Japan: Gakko Tosho.
https://support.gakuto.co.jp/r2s_sansu_translation/
Masami Isoda, David Tall (2019). Mathematics for Junior High School (3 vols.). Tokyo,Japan: Gakko Tosho.
Dominador Dizon Mangao, Nur Jahan Ahmad, Masami Isoda edited (2017).SEAMEO
basic education standards (SEA-BES): Common core regional learning standards(CCRLS) in mathematics and science. Penang,

Malaysia: SEAMEO-RECSAM,

http://www.recsam.edu.my/sub_sea-bes/images/docs/SEAMEO-ASEANCurriculumSEABES-CCRLS-Standards.pdf
https://www.criced.tsukuba.ac.jp/locked/SEABES_CCRLS_in_Mathematics_and_Science.pdf
Maitree Inprasitha, Masami Isoda, Patsy Wang Iverson, Ban Har Yap (2015). Lesson
Study: Challenges in Mathematics Education. New Jersey, USA: World Scientific
Masami Isoda, Shigeo Katagiri (2012). Mathematical Thinking: How to develop it in theclassroom. New Jersey, USA: World Scientific
TEH Kim Hong, ISODA Masami, GAN Teck Hock (2021). Mathematics Challenges forClassroom Practices at the Lower Primary Level. Penang, Malaysia: SEAMEORECSAM
https://www.criced.tsukuba.ac.jp/locked/Mathematics_Challenges_for_Classroom_Pr
actice_at_the_Lower_Primary_Level.pdf
ISODA Masami, TEH Kim Hong, GAN Teck Hock (in printing). Mathematics
Challenges for Classroom Practices at the Upper Primary Level. Penang, Malaysia:
SEAMEO-RECSAMGAN Teck Hock, ISODA Masami, TEH Kim Hong (2021). Mathematics Challenges forClassroom Practices at the Lower Secondary Level. Penang, Malaysia: SEAMEORECSAM
https://www.criced.tsukuba.ac.jp/locked/Mathematics_Challenges_for_Classroom_Practi
ce_at_the_Lower_Secondary_Level.pdf