22/05/2021

Appreciations

Free Program for SEAMEO School Networkfrom the University of Tsukuba, Affiliate Member of SEAMEO:Teaching Mathematics to Develop Mathematical Thinking as Higher Order Thinking

How do you teach? Why?

Lesson 18: How to introduce division
Reflection

Isoda, Masami. Prof., Faculty of Human Sciences
Director of CRICED, The University of Tsukuba, Japan
With collaborations ofAdopting a 21stCentury Curriculum

Revitalizing
Teacher Education

We are reading the JP textbook by using terminology to explain to distinguish every
content of learning and sequence of content for knowing the way to develop children
who learn and think by and for themselves through the preparation of future learning.

Acquisition

Nguyen Chi Thanh, Aida Yap and Teh Kim Hong

Curriculum Standards: SEABES-CCRLS( by SEAMEO-RECSAM (Mangao, Ahmad, Isoda; 2017)

ReviewUsing what you already knew on the past 17 lessons!
 Participants ofthis program areable to imagine
the ways oflearning from thepast process oflearning.
 Participants needto consider what’snew.

HOTS isMath. T.

Thoseterminology
distinguishtasks andexplain task
sequence
for thepreparationof futurelearning.

2Review

What is division on situations?
On the situation:
Partitive Division
12 candies distribute 4 children equally. How many candies each childwill receive.
12÷4＝3, Ans. 3 candies for each child: 4 x 3 =12 in English

Quotative Division
There is 12 candies and each child receive 4 candies equally. How
many children will receive it.
12÷4＝3, Ans. 3 children: 3 x 4 =12 in English

Do you distinguish these two situations in your textbook?
If you distinguish, which one do you teach at first and why?

How distribute equally?
Questioning for partitiveand quotative division.

Ways of distribution for
Partitive division: Repeatedsubtraction 1 by1

Meaning of Division
with Partitive
Definition of division as for binary operation
division situation & Think about how to.

Do you remember?

Partitive division1

22/05/2021

Think about how to calculate?

How do you explain by using just learned terminology?

What shall children learn NEXT?

By using memorized multiplicationtable and JP-definition ofmultiplication
15÷3＝□ □ｘ3＝15 in Japanese

Extension ofdivisionfrompartitive
situation
to quotative
situation.

Learn
problemposing forpartitive
divisionsituation

Developstory book

References

Integration

by divisor

Partitive
Situation

Quotative
Situation

10Gakko Tosho: Study with your friends:
Mathematics for Elementary School Series

2005 Edition

10 Editions

2010 Edition

Primary School Textbook
2001 Curriculum2005 Japanese Edition
2005 English Edition↓
2010
Thai Ed.

Junior High S. Textbook
2012 Curriculum2016 Japanese-Edition
2019 English-Edition2020 Indonesian-Edition
202X Thai Ed.

4 Editions

Isoda, M., Tall, D. (2019). Junior High School
Mathematics Textbook, Gakko Tosho

4 Editions

NEWEST EDITION

2012 Mexico Ed.
2019 Chile Pro. Ed.
2011 Curriculum2011 Japanese Edition
2011 English Edition↓
2019 Papua N.G. Edit.
2020 Indonesian Edi.
2020 Chile Ed.
2015 Japanese-Edition
2015 English-Edition2020 Curriculum2020 Japanese Edition2020 English Edition
11References
Masami Isoda, Raimundo Olfos edited (2020). Teaching Multiplication with Lesson Study: Japanese and Ibero-American Theories forInternational 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 for Elementary School (12 vols.). Tokyo, Japan:Gakko Tosho.
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-ASEAN-Curriculum-SEABES-CCRLS-Standards.pdf
Maitree Inprasitha, Masami Isoda, Patsy Wang Iverson, Ban Har Yap (2015). Lesson Study: Challenges in Mathematics Education . NewJersey, USA: World Scientific
Masami Isoda, Shigeo Katagiri (2012). Mathematical Thinking: How to develop it in the classroom. New Jersey, USA: World Scientific
TEH Kim Hong, ISODA Masami, GAN Teck Hock (in printing). Mathematics Challenges for Classroom Practices at the Lower Primary
Level. Penang, Malaysia: SEAMEO-RECSAMISODA 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 for Classroom Practices at the Lower Secondary
Level. Penang, Malaysia: SEAMEO-RECSAM
Hosomizu, Y. translated by Gould, P. Isoda, M., Foo, C. (2010). Red dragonfly mathematics challenge. Department of Education, NewSouth Wealth. https://schoolsequella.det.nsw.edu.au/file/20a29ac1-c6f3-4ca3-84b1-2d8488a4cbcd/1/reddragonfly.zip/index.html
Hosomizu, Y. translated by Gould, P. Isoda, M., Foo, C. (2011). Companion: Mathematics Challenges. Department of Education, NewSouth Wealth. https://www.mansw.nsw.edu.au/shop/pre-k-8-books/dragonfly-companion

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