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

Title:
Mathematics Education to Develop Students Agency: The Case of Fractions‘Teaching Mathematics to Develop Mathematical Thinking as Higher Order Thinking: How do you teach? Why?’ II

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 ofEthel Agnes Pascua Valenzuela, Wahyudi & Weerawan Theeraroungchaisri (SEAMEO Secretariat), ShahJahan bin Assanarkutty & Teh Kim Hong (SEAMEO-RECSAM), Wahid Yunianto (SEAMEO QITEP inMathematics), Maitree Inprasitha, Narumon Changsri, Nisakorn Boonsena & Auijit Pattanajak (Khon KaenUniversity, Thailand), Nguyen Chi Thanh (Vietnam National University-University of Education, Hanoi.
Vietnam), Aida Yap & Erlina Ronda (University of the Philippines, Philippines), Raimundo Olfos & Soledad
Estrella (Pontificia Universidad Católica de Valparaiso, Chile), Marcela Santillan (Universidad PedagogicaNacional, Mexico)

Course Summary
On OECD Education for 2030 (2018), Student Agency means students who “Learned howto learn”. The objective of this on-line lecture is the education of teachers’ profession todevelop students who learn mathematics for and bythemselves with learning terminology of mathematicalthinking. It is necessary mathematics’ knowledge todevelop the student agency for all school levels. Basedon a survey on the last program (Figure 1), it mainly
focuses on the topic of fractions at elementary schoollevel. As well as the last program, it will be illustrated
by using the task sequence of Japanese Problem
Solving Approach which is provided by the Gakko
Tosho Textbook because its adapted editions havebeen used in Thailand, Mexico, Papua New Guinea, Fig. 1. Demands of the last participants
Chile, and Indonesia.
Couse Content, Registration and Certifications

It is a free program on SEAMEO priority areas #5 for ʻRevitalizing Teacher Educationʼ and#7 for ʻAdopting 21st Century Curriculumʼ. CRICED, University of Tsukuba, Japan, provides
the certifications to participants depending on the completion of ordered stages.
This online lecture goes through flip learning style. Before the lecture, registeredparticipants will receive the document for the lesson and prepare the answer for exercises. At
each online lecture, we answer the exercise with discussion of contributors. At the end of eachlesson we ask participants a short questionnaire for knowing how the lesson worked and send
the URL for every class. Only the participants that answer the questionnaire will receive thenext document and the URL for the next class. This feedback from participants is used forevaluation of the program itself. Also, it is used as attendance confirmation but not as anevaluation of the participants.
Course Roadmap
LessonContentSchedule

Lesson 1

What is fraction?

Oct. 23

Lesson 2

Dividing and Operational Fraction, and Quantity Fraction

Oct. 30

Lesson 3

Addition with different denominator

Nov. 6

Lesson 4

Fraction as Number

Nov. 13

Lesson 5

Fraction in relation to ratio and proportion

Nov. 20

Lesson 6

Multiplication of Fraction

Nov. 27

Lesson 7

Division of Fraction

Dec. 4

All the lessons will begin at 19:00 (Japan time) through a live streaming via YouTube. Eachlesson will be approximately 75 minutes long, divided into several parts for taking small breaks.
Participants will be able to attend each lesson until next lesson on the roadmap, sequentially.
Application form (Deadline October 20th, 2021): https://forms.gle/aykxXRd4gYB3J7Fm9
Every lesson uses the learned knowledge at the previous lesson. Sequential participations arenecessary to receive the certification of the course at the end (after lesson 7) from CRICED.

Contact
Masami Isoda, Prof/PhD. Director of CRICED, University of Tsukuba, 305-8572, Japan
Inquiry form for the course: https://forms.gle/ZbT92GxAGE7UVAAHA

References
Behr, M., Lesh, R., Post, T. and Silver, E.: 1983, Rational number concepts. in R. Leshand M. Landau (eds.), Acquisition of Mathematics Concepts and Processes, AcademicPress, New York, pp. 91–125.
Charalabous, C. Y., Pitta-Pantaze, D. (2007). Drawing a theoretical model to study
student’s understanding of fractions. Educational Studies in Mathematics. 64, 239316.
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
Masami Isoda et al. (to appear). Fraction for Teachers
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.
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) inmathematics and science.

Penang, Malaysia:

SEAMEO-RECSAM,

http://www.recsam.edu.my/sub_sea-bes/images/docs/SEAMEO-ASEANCurriculumSEABES-CCRLS-Standards.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 (in printing). Mathematics Challenges forClassroom Practices at the Lower Primary Level. Penang, Malaysia: SEAMEO-RECSAMISODA Masami, TEH Kim Hong, GAN Teck Hock (in printing). Mathematics Challenges forClassroom 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: SEAMEO-RECSAM