2021/5/28

Review

Do you remember my questions? What Terminology did we used for?

Appreciations

Free Program for SEAMEO School Networkfrom the University of Tsukuba, Affiliate Member of SEAMEO (lesson 20)

Teaching Mathematics to Develop Mathematical Thinking
as Higher Order Thinking: How do you teach? Why?
Reflection

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

Acquisition

Maitree Inprasitha, Marcela Santillan, Nguyen Chi Thanh,Aida Yap, Erlina Ronda, TEH Kim Hong, Wahid Yunianto
Raimundo Olfos and Soledad Estrella

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

Mathematical Thinking

How learned terminology is useful for?

Review

General Objective

We discussed the development of mathematical thinking/values/attitudes by using
various terminology instead of using higher order thinking, metacognition and so on.
Why?

 Principles for Curriculum and Textbook Writers

Specified in the Textbook

 Embedded as task sequence by Authors
 Revised by teachers and students through using it

Terminologies
for CurriculumDesignersPlaned process by Teacher

 Teachers’ thinking embedded into process by given tasks andsequence Considered how it will be possible to appear from students

Actual Thinking by students in classroom

 Students thinking in the classroom which explained by them
 Teachers observe and assess them

Discussed by teachers after observation of Class
Mathematical Thinking as Data based on Researchers'
Framework for Journals on Social Scientific Studies

Terminologies
used by teachers
to develop
students’mathematicalthinking

To explain objective of teaching which includes mathematical thinking, values and attitudes.
To explain conceptual differences
To explain task sequenceTo explain repetitions for learning from the process which includes ways of thinking and learningTo explain what students already learnedTo explain the preparation of future learning such as the usefulness of today’s learning
content/representations/models for future learningTo explain when we re-conceptualize and proceduralize: what and when.
To shift from concrete objects to appropriate representations/models which children are able todraw for themselves.

Japanese textbooks have been developed through lesson study with terminology.
It’s trying to3

Questions: For curriculum/designing/assessments
theory of Mathematics Education• How terminology on this program is useful?

• How Japanese textbooks and ideas are useful on yourcountries?

Developing students who learn mathematics for and by themselves.
Focusing on sense making through developing students who make sense for themselves byusing what they learned which including various representations and translations, instead ofmaking sense by teachers.
Internalization of the process of learning by the repetition of the similar learning processes forenabling students to reflect on and appreciate what they already learned.

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

References

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

2005 Edition

10 Editions

2010 Edition

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

4 Editions

7Isoda, M., Tall, D. (2019). Junior High School
Mathematics Textbook, Gakko Tosho

4 Editions

NEWEST EDITION

References
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.

2012 Mexico Ed.
2019 Chile Pro. Ed.

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,

2011 Curriculum2011 Japanese Edition
2011 English Edition↓
2019 Papua N.G. Edit.
2020 Indonesian Edi.
2020 Chile Ed.

Maitree Inprasitha, Masami Isoda, Patsy Wang Iverson, Ban Har Yap (2015). Lesson Study: Challenges in Mathematics Education . New
Jersey, USA: World Scientific2015 Japanese-Edition
2015 English-Edition

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

2020 Curriculum2020 Japanese Edition
82020 English Edition

http://www.recsam.edu.my/sub_sea-bes/images/docs/SEAMEO-ASEAN-Curriculum-SEABES-CCRLS-Standards.pdf

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. (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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