Open Approach
fromThailand

Assist.Prof.Dr.Maitree Inprasitha
Dean, Faculty of Education
Director, Center for Research in Mathematics Education
Khon Kaen University, Thailand
inprasitha_crme@kku.ac.th

Educational values influencing Developments inMathematics Education in Japan (1970s)

In Japan, as Mathematical thinking is thecentral issue in mathematics education since
1950s,the followings are some developments:
 Mathematical thinking first appeared in 1958 in
COS (Ueda, 2013)
 Emphasizing on how to approach
mathematical thinking both in ‘classroom
teaching practices’ and ‘research
perspectives’ ?
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Developments in Mathematics Educationin Japan (1970s)

In relation to classroom teachingpractice, Open-ended Approach is developedin order to grasp and evaluate 'mathematicalthinking‘, especially, higher-order thinking
skills in mathematics.
In relation to classroom research,‘Lesson Study’ has been used as a tool forteachers for doing classroom research toimprove their daily teaching practices.
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Endeavors in Mathematics
Classroom in Japan

Mathematical thinking as a global goal ofteaching mathematics from elementary
school level.
 Focusing on 'mathematical thinking' throughanalysis of 'classroom activity' (i.e.,classroom is used as a unit of analysis)
 "Open-ended Approach' is developed as ateaching approach to engage students inmathematical thinking.
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Year

Topic of Lesson Study

1880s

Pestalozzi Method and Dialogue Method(including argumentation between teacher andand students)

Not only limited tomathematics.

1910s

Mathematics for Life (including problem posing)Not only limited tomathematics

1930s

Curriculum Integration in Mathematics (including From 1900s(including Open-Ended Problems)

1950sCore curriculum movement based on the socialsocial study

Under the occupation afterWWII.

1960s

Mathematical Thinking (Japanese way of New
New Math.)

Related with New Math

1970s

Open-Ended Approach and Problem Solving
Approach

For developing
Mathematical Thinking

1980s

Problem Solving

Related with US

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In Japan

1957 ProblemSolving

1970s
Open-endedApproach

Becker, J. P., & Shimada, S. (1997). The open-ended approach: A newproposal for teaching mathematics. Reston, Virginia: National Council ofTeachers of Mathematics.
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14121086420-2-4-6-8

Expert Thinking

ComplexCommunication
Routine Manual
Routine Cognitive
Non-Routine Manual

1969

1974

1979

1984

1989

1994

1999

Source: Levy and Murnane (2004). The new division of labor:
How computers are creating the next job marketing. Princeton University Press
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Teaching Profession(Classroom Teaching Practices)

System of Development ofTeaching ProfessionDevelopment of Teaching Profession(How to improve teaching?)
All rights reserved by Center for Research in Mathematics Education, Khon Kaen University(Inprasitha, 2014)

Teaching Profession(Focusing on contents)

System of Development ofTeaching Profession
Development of Teaching Profession(Training for)All rights reserved by Center for Research in Mathematics Education, Khon Kaen University(Inprasitha, 2014)

Teaching Profession(Focusing on Students’problem solving)

System of Development ofTeaching Profession
Development of Teaching Profession

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2000-2005
Introducing Open Approach as"mathematical activity" in termsof "Open-ended problem".
More than 800 teachers
in Khon Kaen area had
been trained to teaching
students to think by/forthemselves via solving
opened-problems
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Since 2006
Lesson study has been introduced into 2 projectschools by incorporated into open approach.

The way Thailand supports
school teachers to change
the they teach to teaching
using mathematical activity
based on open-ended
problems has been
institutionalized into Thai
school culture.
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In 2007
Lesson study schools havebeen increased to 4schools and Thailand
experiences to adapt
lesson study have beenshared in APEC members
economy via ....ชื่อโครงการปี แรก
Kookhampittayasan school
Chumchonban chonnabot school
Nongtoom Nongngooluem school
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Banbuengniumbuengkrainoon school

Scenario at 1st year project school
Kookhampittayasan school
School principal andteachers set schools’
timetable/ schedule
for plan, do, see
process.

PlanPlan Lessonon Tuesday

SeeDO
Reflect on Thursday
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Scenario at 1st year project school
Chumchonban chonnabot school

PlanPlanLessononMonday

DoSee
Reflect on Wednesday
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Scenario at 2nd year project school
Banbuengniumbuengkrainoon school

PlanPlan Lessonon Tuesday

SeeDo
Reflect on Thursday
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Scenario at 2nd year project school
Nongtoom Nongngooluem school

Plan Lessonon Monday

SeeDo
Reflect on Wednesday
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2009-2010• expanded of implementationof LS and OA in 19 pilot
schools (13 in North East areaand 6 in North area ofThailand).
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1.Khon Kaen (6)2.Chaiyaphum (1)3.Sakhon Nakhon (1)4.Ubon Ratchathani (4)5.Chiang Mai (3)6.Lampang (1)7.Lamphun (1)8.Phisanulok (1)9.Kalasin (1)10.Nakhon Ratchasima (1)11.Susin (1)12.Bungkan (1)25 days for initial workshop at Kosa hotel, Khon kaen

In-service Teachers used Open Approach in Mathematics Classroom
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2011
expanded of implementation of LS and OA in 7 pilot
schools (5 in North East area and 2 in North area ofThailand).

Attached School’s Workshop

Workshop for using Textbook

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2012
There were 30 pilot schools participated the“Project of Professional Development by using
Lesson Study and Open Approach”, launchingby CRME.

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Open Class: The Activity for Expanding the Implementation of LS and OA
All rights reserved by Center for Research in Mathematics Education, Khon Kaen University

2013• 2013: KKU hadconducting the “Projecton Eliminating
Education and Public
Health Problems in theIsaan Region forReducing Social
Inequality”.
• CRME had launching thesub project “Higherorder Thinking inMathematics Project inNortheast (HTMPNortheast)”

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2013
50 schools from 20 provinces in North East ofThailand, participated in this project.

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All rights reserved by Center for Research in Mathematics Education, Khon Kaen University

Summarizing
through connection
students’ ideas

Posing Openended Problem

PLAN

SEE
Discussion andComparison
student’s ideas
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DO
Students’ self
learning(Inprasitha, 2014)

Summarizing
through connection
students’ ideas

Posing Openended Problem

PLANSEE
Discussion andComparison
student’s ideas
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DO
Students’ self
learningPlan & Posing Open-ended Problem
1) read tasks in textbook together

2) What is problem situation?
The way of how to design a suitableproblem situation has to use students’ideas, not a pattern
3) What is an objective?
4) What is subject matter underneath theproblem situation?
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Summarizing
through connection
students’ ideas

Posing Openended Problem

PLAN

SEE
Discussion andComparison
student’s ideas
All rights reserved by Center for Research in Mathematics Education, Khon Kaen UniversityDO
Students’ selflearning

Plan & Students’ self learning
1) Anticipating students’ ideas
2) Anticipating students’ difficulties
3) TimeSupervisors must participate to help teachers
to design lessons, especially in a subject
matter in which teachers have difficulties andanticipate the students’ difficulties
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Summarizing
through connection
students’ ideas

Posing Openended Problem

PLANSEE
Discussion andComparison
student’s ideas
All rights reserved by Center for Research in Mathematics Education, Khon Kaen University

DOStudents’ selflearning

Plan & Comparison and Discussion
1) Managing students’ ideas
2) Extending students’ ideas with any
representations such as diagrams,figures

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Summarizing
through connection
students’ ideas

Posing Openended Problem

PLANSEE
Discussion andComparison
student’s ideas
All rights reserved by Center for Research in Mathematics Education, Khon Kaen University

DO
Students’ self
learning

& Summarizing throughPlan connection students’ ideas
1) Organizing all ideas occurred in a class2) Adding students’ ideas representation by using
any representation such diagrams, figures, forconnecting with desirable concept
3) Trying to enhance values in method in which is‘how to’4) Emphasizing on letting students make somenotes of their own ideas, friends’ ideas, and what is
impressed and learned
All rights reserved by Center for Research in Mathematics Education, Khon Kaen University

Summarizing
through connection
students’ ideas

Posing Openended Problem

PLAN

SEEDiscussion andComparison
student’s ideas
All rights reserved by Center for Research in Mathematics Education, Khon Kaen UniversityDOStudents’ selflearning

DO & Posing Open-ended Problem
1) Note that task will be students’problematic or not?
Difficult things is whether task would bestudents’ problematic
How supervisors’ experience will help
teachers?
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Summarizing
through connection
students’ ideas

Posing Openended Problem

PLAN

SEE
Discussion andComparison
student’s ideas
All rights reserved by Center for Research in Mathematics Education, Khon Kaen University

DO
Students’ self
learning

DO& Students’ self Learning
2) What are students’ ideas generate?
Do the ideas be the same or different isanticipated in a lesson design?
3) What are students’ difficulties?
4) What do teachers handle students’ideas?
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Summarizing
through connection
students’ ideas

Posing Openended Problem

PLAN

SEE
Discussion andComparison
student’s ideas
All rights reserved by Center for Research in Mathematics Education, Khon Kaen University

DO
Students’ self
learning

DO& Discussion and Comparison
1) Sequence of students’ ideas
2) How do teachers handle students’misunderstood ideas?
3) How do teachers use additional
materials to extend students’ ideas?
All rights reserved by Center for Research in Mathematics Education, Khon Kaen University

Summarizing
through connection
students’ ideas

Posing Openended Problem

PLANSEE
Discussion andComparison
student’s ideas
All rights reserved by Center for Research in Mathematics Education, Khon Kaen University

DO
Students’ self
learning

DO& Summarizing throughconnection students’ ideas

1) Organizing all ideas occurred in a class2) Extending students’ ideas with any
representations such as diagrams, figures, fordesirable ideas
3) Trying to enhance values of students’ methods inwhich is ‘how to’4) Emphasizing on letting students make somenotes of their own ideas, friends’ ideas, and what is
impressed and learned

All rights reserved by Center for Research in Mathematics Education, Khon Kaen University

Summarizing
through connection
students’ ideas

Posing Openended Problem

PLAN

SEE
Discussion andComparison
student’s ideas
All rights reserved by Center for Research in Mathematics Education, Khon Kaen UniversityDO
Students’ self
learningSEE1) How to collect data?
2) How to analyze mathematical subject matters?
3) What are results occurring with students?
What are causes of the students’ results?
4) What are difference occurred with students
besides what is anticipated? What are causes ofthe differences?

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Teacher

Collaboratively design
research lesson (Plan)
Supervisor
Teacher

TeacherCollaboratively observing
the research lesson (Do)
School Principal

Supervisor

Supervisor

Collaboratively reflectionin teaching practice (See)TeacherSupervisor

School Principal

School co.

ภาพจากชั้นเรียนในโรงเรียนในโครงการพัฒนาการคิดขั้นสูงทางคณิตศาสตร์ของนักเรียนในเขตพื้นที่ภาคตะวันออกเฉียงเหนือ

“As Chairman Dean, Faculty of Education (all 16 institutions), wewent to visit and to observe mathematics classroom for Grade 1and Grade 5. We are admired and impressive this innovation forlearning and research.
Hopefully, there will be development and spread of innovation.
Will be adapted across Thailand in the future.”

Prof. Dr. Somwung Pitiyanuwat,a director of national assessment
center“I have been glad, proud andimpressive with teachingdevelopment of Kookham
Pittayasan School. It is very obviousthat such teaching approach hasdeveloped students’ thinking anddesirable characteristics byemphasizing on students. I would
like to encourage all of you and I
believe that it will be successful.
Teachers and teacher professional
development have to suitably been
inside a new school context thatwould develop graduate in the newera.”ภาพจากชั้นเรียนในการประชุมนานาชาติ EARCOME 6 วันที่ 18 มีนาคม 2556
ผู้สอน: คุณครูพิสมัย แข็งสง่า โรงเรียนบ้านบึงกาฬ จ.บึงกาฬ,นักเรียน ชั้นประถมศึกษาปีที่ 1 โรงเรียนบ้านท่าเรือ จ.ภูเก็ต

แนวคิดของนักเรียนชั้นประถมศึกษาปีที่ 1โรงเรียนคูคาพิทยาสรรพ์Students’ achievementin Mathematics of Students
in Project Schoolsby O-NET (Ordinary NationalEducation Test) scores

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O-NET (Ordinary National Education Test) Score inMathematics of Students in Project Schools
90
80

78

70
69.08
59.81

60

60.3

59.56

50

47
38.87

40

47.55
45.35

40
37.45

25.51

2037.1437.14

34.85

35.72
34.82
34.75
32.19

29.33
25.89

26.67

2552
2009

2553
2010

36.43
35.77
33.5

24.87

13.56

100

53.41

43.76

35.04

30

52.5

49.67

2548
2005*

2549
2006*

2550
2007*

2551
2008

2554
2011

Kookam Pittayasan School

Chumchonban chonnabot school

Banbungneumbungkainoon SchoolMean

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2555
2012

2556
2013

O-NET Score in other Subjects of Students in Project Schools

90

Science 31.22
Thai 26.47
Mathematics 25.51

80

78

70
60
50

61.2

Science 13.59
Mathematics 13.56
Thai 10.63

48.41

40
31.22

3037.4538.3

41.75
37.14

37.71

36.43
33.25

26.67

38.33

English language 32.81
Science 32.59
Mathematics 32.19

20
Thai 27.06
Mathematics 26.67

10012548
2005

2549
2006

2550
2007
Thailanguage

2551
2008

Mathematics

43.57

43.67

2552
2009

2553
2010

ScienceAll rights reserved by Center for Research in Mathematics Education, Khon Kaen University

2554
2011

Englishlanguage

2555
2012

2556
2013

O-NET Score in other Subjects of Students in Project Schools
Thai 61.27
Mathematics 60.3

70
60.6

60 59.56
56.91

59.81
49.67

53.45

50

47.65
45.59
40.34
40

40

51.29

44.88
40.4

34.96

34.75
30.33
29.18

29.76

20

52.5

41.25

35.08

30

53.71

32.81

35.69
27.5

17.33
* 2006-2007 ไม่มขี อ้ มูล10การสอบในทุกวิชา

02548
2005

2549
2006

2550
2007

2551
2008

2552
2009

2553
2010

All rights reserved by Center for Research in Mathematics Education, Khon Kaen University

2554
2011

Thailanguage

2555
2012

Mathematics

2556
2013
ScienceEnglishlanguage

O-NET Score in other Subjects of Students in Project Schools

80
70

Thai language 53.59
Mathematics 53.41

69.08

60

56.04

50

43.42

Mathematics 33.5
Science 33.14

55
48

42.31

40

38.96

30

English language 47
Mathematics 47

49.31

45.35

33.77

41.11
39.59
35.04

25.89

20

20.14

39.0136.65
34.82
34.6
32.64

34.4
29.33
26.49

29.33

11.87

* 2007-2008 ไม่สอบEnglish language

100

35.52
28.18

43.57

2548
2005

2549
2006

2550
2007*

2551
2008*

2552
2009

2553
2010

All rights reserved by Center for Research in Mathematics Education, Khon Kaen University

2554
2011

Thailanguage

2555
2012

Mathematics

2556
2013
ScienceEnglishlanguage

INPORTANT DATESWebsite: www. ednet.kku.ac.th/~wals2015/
Where: Khon Kaen University, Thailand
When: 23-26 November 2015