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PurposeThis research explores the “transformation” ideas of Japanese Lesson Study (LS) and Open Approach (OA) to create and sustain a Thailand LS incorporated OA (TLSOA) model to successfully adapt to the local contexts. Although LS is spreading globally, previous studies have identified several challenges to its implementation.Design/methodology/approachThe researcher employed a longitudinal research design that involved repeated investigations of a group of participants: from their fourth year as bachelor's degree students until they became eligible coordinators to practice the TLSOA model for teachers' professional development (PD). Data were collected using reflective journals, two types of survey questionnaires, and records of periodical reflective meetings over three cohorts.FindingsAs results reveal, the participating teachers' active engagement in the TLSOA model has made a positive impact on their teaching practices, collegiality, and professional self-identification. Students perceived themselves as having enormous changes in their learning behaviors. Those changes are linked to establishing a positive, student-centered, and active learning-based school culture with teachers' beliefs for innovations.Research limitations/implicationsFurther studies should focus on the possible conflicts emerging between the different cultures of teaching.Practical implicationsThe idea of the TLSOA model is to ensure teachers are well trained to possess sufficient skills.Originality/valueThe findings could be of value for the leaders, educators, policymakers to advocate the TLSOA model as a systematic approach to whole-school improvement and as a channel for spreading effects at the national, the APEC, and the CLMV regional levels.

This study aimed to investigate the cognitive aspects of the mathematical reasoning habits of 3rd Grade students by utilizing Lesson Study (LS) and Open Approach (OA) in teaching mathematics. The cognitive aspects of mathematical reasoning habits are a powerful complement to teaching mathematics because they are particularly focused on skills and procedures. However, the major problem with teaching mathematical reasoning is that teachers cannot teach mathematical reasoning habits directly but can set up tasks that encourage reasoning. A total of eight students were purposively selected as they have been taught using OA treatment in the LS process for two years, from 2016 to 2018. Four study instruments were used: lesson plans, activity worksheets, field notes, and an interview protocol. In addition, the National Council of Teachers of Mathematics (NCTM) (2009) framework, consisting of four cognitive aspects of mathematical reasoning habits, namely (i) analyzing a problem; (ii) implementing a strategy; (iii) using connections, and (iv) reflecting on a solution, was employed to determine the cognitive aspects of mathematical reasoning habits. Qualitative results revealed three pieces of evidence to support all four cognitive aspects of mathematical reasoning habits. In conclusion, the results of this study contribute significantly to our recognition of the importance of OA treatment in the LS process while teaching mathematics in improving students’ mathematical reasoning habits.

The qualitative educational research synthesis of this paper is the incorporation of existing knowledge and the research results using Lesson Study and Open Approach innovations that relevant to the concern of students’ mathematical thinking development. The purpose of synthesis is to upsurge the generalization and pertinency of new knowledge development based on the results in incorporation the two innovations. Researchers employed document analysis to analyze the evidence of 266 postgraduate studies from the academic year 2003 to 2020. The research procedure consists of three stages. The results from the first stage showed that there are six research classifications identified, namely teacher and teaching, students and learning, assessment, classroom innovations, curriculum development, and educational policy. The research findings of the second phase indicated that there was a total of 210 studies (78.95%) were employing Open Approach incorporated in the Lesson Study process. Moreover, 53.33 percent are found in students and learning research classification. This is followed by 19.05 percent in teacher and teaching, 14.76 percent in classroom innovations, and 4.76 percent in assessment classifications. However, there was a limited of past postgraduate researchers interested to study curriculum development (4.29%) and educational policy (3.81%) research classifications. The findings of the final stage revealed that all the 210 postgraduate studies concerning the six research classifications are found to have different impacts on students’ mathematical thinking development. These effects occurred across a series of settings, synthesis approaches, expectations, and managing the Thailand Lesson Study Model.

The research was aimed to investigate six-lesson study team members in designing mathematical activities to develop students’ mathematization using Open Approach in the second step of the Lesson Study process in teaching decimal numbers. A total of 16 Grade 4 students participated as the target group. Three instruments were used namely lesson plans, student worksheets, and observation field notes. Researchers employed ethnographic research design to study how the mathematical activities could assist students to develop their mathematical ideas from the real world to the mathematical world through a flow of lessons over the four stages of the Open Approach along with the Lesson Study process. The research results revealed that a series of five research lesson plans encompassing various mathematical activities were successfully encouraging students to elaborate their ideas and transmitting their ideas from the real-world to the mathematical world using semi-concrete aids. Moreover, the results of using the Open Approach have been proved to be relevant as students demonstrated their mathematization in fostering their mathematical thinking to transform their ideas smoothly. Therefore, designing mathematical activities is important to cultivate students’ mathematical thinking in problem-solving instantaneously. A limitation of the research was identified when the Lesson Study team members were reflecting on the teaching practice. This is because they found that the unclear illustration in the student worksheets has raised confusion. In conclusion, the overall results of this research have contributed significantly to our recognition of the practicality of Open Approach treatment in the Lesson Study process in developing students’ mathematization through their participation in mathematical activities.

This research is the first work of the project of cross-cultural study on lesson study between Japan and Thailand. Lesson study is currently an international topic, and we use “lesson study” as a common word. However, are the meanings of each terminology in diverse languages as same completely? Our initial concern is in this point. For this, we observe lesson on video and make comment-reports on it in each. In analyzing these comments, it is required a meta theory for descriptions. In this research, we describe the researchers ways of seeing a lesson using the Anthropological Theory of the Didactic [ATD or TAD in French and Spanish]. In conclusion, we discuss similarities and discrepancies between researchers’ comments of both countries in terms of a) praxis and logos blocks, b) mathematical and didactic organization, and c) the perspective of scale of levels of didactic co-determinacy [LDC].Keywords: Lesson study; Cross-cultural study; Japan and ThailandRésuméCette recherche est le premier travail du projet d’étude interculturelle sur l’étude de la leçon entre le Japon et la Thaïlande. L’étude de la leçon est actuellement un sujet international, et nous utilisons la « lesson study » comme un mot commun. Cependant, les significations de chaque terminologie dans diverses langues sont-elles identiques? Notre préoccupation initiale concerne ce point. Pour cela, nous observons une leçon sur la vidéo et faisons des commentaires sur chacune d’elles. En analysant ces commentaires, il faut une méta-théorie pour les descriptions. Dans cette recherche, nous décrivons les chercheurs pour voir une leçon en utilisant TAD. En conclusion, nous discutons des similitudes et des divergences entre les commentaires des chercheurs des deux pays en termes de blocs de praxis et logos, b) l’organisation mathématique et didactique, et c) la perspective des niveaux de la codétermination didactique.Mots-clés: Étude de cours, Étude interculturelle, Japon et Thaïlande

This study aimed to investigate how pre-service teachers work as a part of the lesson study team. Participants were the first grade lesson study team which consisted of one teacher, two graduate students, two university professors, and two pre-service teachers (2017-2018 academic year) in Mathematics Education Program, Faculty of Education, Khon Kaen University, Thailand. The lesson study team implemented open approach lesson study weekly cycle in the school. Data were collected from two sources. The first, by observing the pre-service teachers during: 1) classroom at school, 2) reflection at school and 3) six reflection meetings during the academic year. Secondly, according to the process outlined by open approach lesson study (Inprasitha, 2017c; 2018), by reviewing the documents from lesson plan, students’ work sheets, the reflection of pre-service teachers and lesson study team, and the observation notes from their classes. The results revealed that 1) in order to collaboratively design problem situations; two pre-service teachers solved the task in the textbook. They and the lesson study team created two word problems and anticipated four students’ ideas. Moreover, they prepared the main materials as well as the supplementary materials such as blocks. Furthermore, they planned the teacher’s role for each step in open approach, 2) pre-service teacher taught by following the open approach, and they changed to post four word problems instead of two problems. The lesson study team observed and took note about students’ ideas. Pre-service teacher asked the question such as how you know during the student’ problem solving and the classroom discussion in order to encourage students to explain their ideas. Every student used the blocks to support their thinking, 3) pre-service teachers and lesson study team reflected about students’ ideas that they were anticipated such as drawing the blocks, using blocks. They also reflected some ideas that they did not anticipate such as using the arrows. Moreover, the pre-service teachers observed the student’ difficulty about place value and their number of blocks. The pre-service teachers and lesson study team developed a broader understanding of their students’ ideas from the various perspectives given by the lesson study team.

The purpose of this research was to investigate students’ speaking skills in mathematics classroom using Lesson Study and Open Approach. The target group comprised twenty-nine students in a first-grade mathematics classroom using open approach as a teaching approach. During the 2018 schoolyear, data was collected used a questionnaire based on framework of Isoda, Morita, and Nobuchi (2009 cited in Inprasitha, 2014) and classroom observation in the context of classroom using lesson study and open approach based on Inprasitha (2010, 2011). Research found that students’ speaking skills in mathematics classroom using open approach at the following levels: level one included students who spoke with a clear voice (17.24%); level two included students who presented their ideas step by step (51.72%); level three included students who complemented their speech with pictures or tables to explain their reason (24.13%); level four included students who spoke connections their reasoning and the subject of what they previously learned (3.45%); and level five included students who provided explanations with useful information that was easy to understand, observing the condition of their peers when they spoke (3.45%).

The research focuses on determining the student interns’ perceptions about the 4 core values according to Inprasitha (2013). The participants were 124 student teachers in the mathematics education program, at KhonKaen University during the 2017 school year. Data were collected by questionnaires, interviews after their completion of practicum and participatory observation. Data were analyzed by descriptive statistics and content analysis. The results revealed 100% of student interns perceived each value. The four values are: 1) Building Collaboration: they valued students’ working together and recognized the need to compromise opinions arising from mutual discussions while planning and reflecting together; 2) Open-Minded Attitudes: they valued listening to comments from their peers, and they valued waiting for students to understand the problem/situation by themselves and gave students the opportunity to think by themselves and explain their ideas; 3) Public Concern: they valued supporting student learning in the classroom and taking care of all students, and they could help with school activities and; 4) Emphasis on Product-Processes Approach: they valued thoroughly planning, anticipated students’ ideas and patiently waited for students to solve their own problems.

Developing innovations in teaching and learning mathematics by focusing on the process of developing and sharing good practices was more important than importing good practice from other places (Inprasitha, Isoda, Wang-Iverson, & Yeap, 2015b). Similarly, the Lesson Study project in Khon Kaen University and the (CO)2MP Elementary project in the United States seek to engage practicing teachers in developing their instruction of mathematics through Lesson Study incorporating Open Approach (Inprasitha, 2010) rather than giving them prescribed sets of curriculum to teach. The study examines the teaching practices and learning of teachers in Thailand and the United States as they participated in a modify Lesson Study within their respective schools. Participants included teachers in the Lesson Study Project conducted by Center for Research in Mathematics Education, Khon Kaen University, Thailand and teachers in the Lesson Study Project conducted through the (CO)2MP Elementary grant, Bowling Green State University, the United States. Method: a qualitative research design was used in this study. Data were collected by observations, interviews developed by Changsri (2012). Analysis: interviews were recorded and transcribed. The text from the observation notes and the interviews were considered together and coded for components of teaching practice and teachers learning about teaching practice. These codes were divided into evidence about teaching practice, lesson study systems, or evidence about teachers learning about the effect of lesson study based on Changsri (2012), Inprasitha (2010), and Matney (2014). The results reveal that 1) the components of teaching practice in a modify Lesson Study in Khon Kaen, Thailand and Ohio, United States were found to be similar and consisted of a lesson study team, teaching practices, and support, despite large differences in context and set up. The preparation and adaptation of each component in each context are very important, 2) teachers in Thailand and the United States who participated in a modify Lesson Study had many changes in their learning.

This study aimed to analyze boundaries of the community of teachers’ imple- menting the mathematics textbooks with Lesson Study and Open Approach. For this study, Mathematics textbooks were Japanese mathematics textbooks (Thai version), consisting of mathematics problems, flow of lesson, and students’ mathematical ideas. The participants were 2 expert teachers who use the textbooks in the classroom using Lesson Study and Open Approach since 2013. The data were collected in 2017 school year by using interview andclassroom observation with video recording. The data were analyzed based on Wenger, McDermott, & Snyder (2002)’s framework of community of practice. The results showed that the teachers practiced in 3 boundariesof the community: 1) within school—every week, they use the textbooks to design mathematical problems and anticipating students’ ideas with their school team, then they teach the lesson and observe students’ ideas in the classroom, and they reflect on students’ ideas that occurred in their classroom, 2) across schools—every semester, they form team with teachers who work in different schools of the project to design/observe/reflect a classroom by using the textbooks in school open class activity, and 3) across organization boundaries —every year, they and their school network participated in the activities, the national open class, the workshop for school teachers, the national and international conference, that help them to understand students’ ideas via classroom by using the textbooks and sharing with their school teachers and university experts.

This study was aimed to analyze how students’ mathematical ideas emerged through a flow of lesson in mathematics classroom using Lesson Study and Open Approach. A context of the study was the Open Approach as a teaching approach and the Lesson Study as a way to improve the quality of teaching (Inprasitha, 2015a). The flow of lesson, likewise, is considered to be a tool for accessing to students’ ideas when the students are involved in problem solving and connection between students’ real world and mathematical real world (Inprasitha, 2017b). Ethnographic study was employed as a research methodology in this qualitative study by using a participative research design to form a lesson study team for collaborative designing of lesson plans guided by Thai version of Japanese mathematics textbooks. Research results were shown that the students’ mathematical ideas emerged, through the flow of lesson, when the students’ ideas of a problem solving were mathematized as follows: 1) the mathematical ideas were extended through representations of real world, 2) the mathematical ideas were extended and generalized through semi-concrete aids, and 3) the mathematical ideas were generalized through representations of mathematical world. The processes of mathematization (Isoda & Katagiri, 2012), furthermore, were accomplished when the students’ mathematical ideas become “how to” or tools for learning for the next lessons.

This research aims to analyze how and what teachers learn in community of implementing mathematics textbooks with Lesson Study and Open Approach about addition in number and operations for first grade. The participants were 2 teachers who use the textbook in the classroom using Lesson Study and Open Approach. The mathematics textbooks for this study were Japanese mathematics textbooks (Thai version), and consist of mathematics activities, flow of lesson, and students’ mathematical ideas (Inprasitha, 2015b). The data were collected in October 2015 by interview and classroom observation with video recording. The data were analyzed based on communities of practice (CoP) from Wenger, McDermott, & Snyder (2002), and Shulman & Shulman (2004). The result of this research found that how and what teachers learned in community of implementing mathematics textbooks with Lesson Study and Open Approach, are 2 aspects: 1) teachers learned about the content of mathematics from their sharing on the textbook and students’ ideas together, and 2) teachers learned how to teach the content, through using the textbook for sharing anticipating students’ ideas, observing students’ ideas, and reflecting by using evidence from students’ ideas that appeared in classroom.

The objective of this study is to analyze what characteristics are of early grade students’ algebraic reasoning in context of open approach and lesson study. Ethnographic study was employed to conduct in this qualitative study. The study was carried out in one mathematics classroom which is a case study of this study and it is the case of classroom which has been using open approach and lesson study since 2006. The 3 teachers are as a member of school lesson study team participated the study as informant and so were 10 students from the class. The data were collected through 9 consecutive lessons by observation with audio-video tape recording, interview, students’ written works and daily field notes. The lessons were designed by carrying into 4 steps of open approach: posing problem, students’ self-learning, whole class discussion and comparison, and summing-up by connecting students’ emergent mathematical ideas. All activities were guided by Thai version of 1st grade Japan mathematics textbook. The results showed that characteristics of first grade students’ algebraic reasoning are as follows: 1) using algebraic expressions to represent addition situation and posing situation to represent given expressions, 2) constructing and using a tool to find problem results more easily, 3) extending solutions to another domain of number, 4) using various representations to justify their ways of thinking, and 5) reasoning about relations among numbers. The algebraic reasoning occurred under the condition that teachers and students had connected among 3 worlds oriented to Inprasitha’s approach: real world, semi-concrete world, and mathematics world.

This research was designed to study pre-service mathematics teachers' professional competencies to assist student learning by using Lesson Study and Open Approach innovations from mathematics educators' perspectives. A total of 35 mathematics educators have more than three years of experience not only in terms of utilizing the Lesson Study and Open Approach innovations but also in providing training to the pre-service mathematics teachers were selected. The researchers employed three data collection methods, namely document analysis, a survey using a questionnaire, and interviews. The obtained data from three sources was designed with the principle of triangulation. The findings of this research were presented under the three steps of the Thailand Lesson Study Model. In the first step, “Collaboratively Design Research Lesson Plan”, pre-service teachers can create problem situations that associated with the students' real world, can analyze the context of the problem situations, can analyze keywords that initiate students' ideas, can anticipate students' ideas, and can prepare teaching materials to support students' ideas. This is followed by the second step as “Collaboratively Observe Research Lesson”. The findings revealed that pre-service teachers can observe students’ ideas when their students were solving mathematical problems, can notice students’ difficulties in their learning, can give feedback using words that match with students’ proficiency level, give students opportunities to show how to think and present their ideas, listen to and accept students’ opinions, and taking notes on students’ ideas or pieces of learning evidence. The findings of the final step namely “Collaboratively Reflect on Teaching Practice” showed that pre-service teachers could reflect the learning outcomes by correlating students’ ideas with the instructions.

Teacher and teacher trainees have been introduced to practice Thailand Lesson Study incorporated Open Approach Model as the problem-solving-based teaching approach for the past two decades. The problem-solving-based teaching approach has to begin with posing open-ended problem situation in order to encourage students to solve the problem independently using their own method. Therefore, open-ended problem situation design is considered a key factor for teachers or teacher trainees to provide sufficient opportunities to students’ learning experiences in solving the problems (Inprasitha, 2017). As a result, this research was aimed to use video recordings of classroom teaching and experts’ reflection practice to analyze teacher trainees’ abilities in designing open-ended problem situations. A total of 10 teacher trainees were selected from the Department of Mathematics (English Program), Faculty of Education, Valaya Alongkorn Rajabhat University under the Royal Patronage using a purposive sampling technique. A multi-cases study survey research design was employed using a qualitative approach. There were four research instruments used, namely lesson plan, video and audio recording, field notes, and interview protocol. Data were collected using various sources such as research lesson plans, audio, and video recording as well as interviewing. The results revealed that teacher trainees utilized classroom teaching videos to support them in clarifying indecisive problem situations, revising the sequence of teaching, and modifying appropriate words used in giving the direction of the problem situations. On the other hand, the experts’ reflection video has successfully assisted them to have a better understanding of mathematical contents in problem-solving teaching approach and teacher trainees’ intention of each action in the learning activities.

The purpose of this research was planned to explore graduate students’ core values in the context of the Lesson Study process. The selected research institute is a Faculty of Education of a public university in Khon Kaen province, Thailand. A total of 59 samples were purposively selected to participate in a survey. The target group was selected based on the condition that they are studying Mathematics Education Graduate Program for not less than one year and have practiced several cycles of the Lesson Study process during their studies. The target group consisted of 40 and 19 samples who are currently doing their master’s and doctoral studies, respectively. This research utilized the Thailand Lesson Study Model (Inprasitha, 2010) consisting of three steps, namely (i) collaboratively design a research lesson (Plan); (ii) collaboratively observe the research lesson (Do), and (iii) collaboratively discuss and reflect on the research lesson (See) in terms of the four core values, namely building collaboration, open-minded attitudes, public concern, and emphasis on product-process approach (Inprasitha, 2015). Data were collected using a questionnaire and reflection online blog. The survey results revealed that there are different levels of practicing the four core values at each step of the Lesson Study process in different training activities. In conclusion, the results of this research have successfully contributed to our recognition of the importance of core values while graduate students in the context of the Lesson Study process.

This study aimed to investigate students’ mathematical competence in learning relationships between units according to the students’ performance in a SUKEN test of Level 6. A total of 139 students were selected as our target group and involved as examinees. Research instruments include students’ answer sheets, test item analyses, and textbook analysis. SUKEN test is a mathematical proficiency test used to identify related issues to improve teaching practices. The results from the first phase showed that there were 24 examinees or 17.27 percent of them had been successfully passed the passing criterion as 70 percent of the total marks 100. However, there was a lowest percentage (33.21%) of examinees showed that they were able to answer correctly in the questions related to the content domain of Quantities and Measurement compared to other content domains. On top of that, only 38.49 percent and 31.09 percent of the examinees possessed their competencies in content knowledge and the method of application respectively while they answered the Quantities and Measurement questions. Besides, the results of in-depth analyses from students’ answer sheets revealed that there were seven different groups of answers by analyzing examinees' responses in terms of their reasoning skills to support their responses. Examinees were found to have problems finding the relationship between cm3 and m3, whenever they have to use a relationship in three dimensions. Therefore, teachers are suggested to use the geometry model to assist students in understanding the relationships between the units.

Most of the problems associated with educational reform that are common among the developing countries are issues like grass root-based curriculum changes and, structural reforms of organizations and are rarely concerned with gradual changes informed by research and development, unlike in the developed countries. This chapter describes the mathematics curriculum reform efforts in Thailand in the previous four decades. An idea on how to develop a new model of mathematics curriculum and instruction system in Thailand is then presented. This model has been built upon three missing elements: (1) bridging the gap between school and university mathematics using students’ real-world and mathematizing activities, (2) shifting from a product-oriented approach to both product- and process-oriented approaches, and (3) complementing the top-down approach with the bottom-up approach to curricular reform. Finally, the chapter illustrates how this model has been successfully implemented through the efforts of Center for Research in Mathematics Education, Khon Kaen University halfway through the full cycle of the model.

This research aimed to investigate the development of reasoning habits after introducing the lesson study and open approach to teaching practices. A total of eight 6th-Grade students from Chumchon Ban Kaeng Khro Nong Phai School, Chaiyaphum province, Thailand were purposively selected to participate in this research. This is because they have attended the mathematics lessons using the innovation of lesson study and open approach. A qualitative research design was employed using five types of research instruments, namely 13 lesson plans, observation records, field notes, interview protocol, and students’ worksheets. Data were analyzed using content analysis and categorizing the students’ reasoning habits according to the National Council of Teachers of Mathematics’ framework. The results revealed that students can analyze a problem situation by making reasoning conjectures, applying previously learned concepts, seeking patterns and relationships as well as making representations. Besides, they can also implement a strategy by using mathematical operations to solve problems. Moreover, students can seek and use connections to discover the linkage between how to solve the problems differently and identify the relationship of the approach used to get the same answer. Finally, the students can reflect on a solution as they can find different ways to solve the problems after considering the reasonableness of a solution, interpret a solution, justifying reasons to support or validate how to solve the problems, as well as generalize a solution. The overall results are successfully contributed to the importance of lesson study and open approach teaching practices in terms of enhancing 6th-Grade students’ reasoning habits.

This study aimed to explore studentargumentation in a mathematics classroom using lesson study and an open approach. Theresearch methodology employed aqualitative approach that focusedon the protocols of student problem solving and the results of the study are presented as ananalyticaldescription. The target group was 14 third grade students, dividedintofourgroups in the 2016 academic year. This research collected data whileteaching with a lesson study and open approach,analyzing student argumentation. The results revealedthat the students who attended mathematics classeswith a lesson study and open approach went throughthe four steps oftheargumentation process,which occurred in the second step of the open approach, promoting studentself-learning.

Asia-Pacific Journal of Science and Technology, 23, 2, 1-8

The goal of the chapter is to explore and discuss teacher education in different parts of the world and to emphasize the commonalities and differences not only in the panellists’ countries, but in a broad perspective. By looking at differences in the parts and processes of different educational systems, we can learn from each other and develop a more integrated perspective on teacher education. Most research studies in the field of primary mathematics teacher education at the international level focus on curricula within teacher education and on the knowledge a primary teacher needs for teaching well. WNA provides a context for developing understandings and constructing arguments that adhere to the practices and norms of more advanced mathematics. Two key issues frame the chapter: ways to increasing and deepening teachers’ mathematical understandings and developing tools that support their mathematics teaching. Examples from seven countries are accompanied by brief information about the organization of primary teacher education in each of them.

This research was aimed at investigating the process of designing mathematical tasks on addition of teachers using lesson study. It employed the qualitative research method. An analysis was performed on data obtained from discussion protocols of the Lesson Study team during the development of lesson plan of Unit 8: Addition (2) and questionnaire on the designing of mathematical tasks. Results of the research indicated that the lesson study team utilized the following processes for designing mathematical tasks: 1) determining the lesson goal; 2) interpreting the mathematical tasks; 3) identifying the use of mathematical tasks; and 4) anticipating students’ approaches.

Teaching approaches in mathematics classrooms have been changed to a more insight-based problem oriented process during the last decade (van Oers, 2002). In addition, problem solving requires a variety of skills including interpreting information, planning and methodical working, checking results and trying alternative strategies (Muir, Beswick, & Williamson, 2008). The purpose of this research was to investigate students’ problem solving strategies (Posamentier & Krulik, 1998) in a problem solving- mathematics classroom, using an open approach as a teaching approach and composed of four phases: 1) posing open-ended problems, 2) students’ self learning, 3) whole class discussion, and 4) comparison, and summarization through connecting students’ mathematical ideas that emerged in the classroom (Inprasitha, 2010). Case study was employed in this study. Video and audio tape recording, and field note taking were used as methods for collecting data of a targeted group including six of grade 1 students in 2010 academic year of a school participating the Project for Professional Development of Mathematics Teachers through Lesson Study and Open Approach. Data were analyzed by using descriptive statistic and analytic description. The results revealed that the students used the problem solving strategies in all phases and mostly in the 2nd phase of the problem solving- mathematics classroom. Moreover, when the students solved the problems, they cooperated to create their problem solving strategies. Thus it could be considered that the problem solving-mathematics classroom, which starting with open-ended problems and having sessions for students to solve the problems by themselves, encourages students to create their own problems and problem solving strategies.

This study aimed to explore teachers’ beliefs about teaching practices in the context of lesson study and Open Approach. Lesson Study and Open Approach have been introduced as innovations in 2 project schools in 2006, 1 project school in 2007, and 18 project schools in 2009. The target group consisted of 132 teachers from 21 project schools that had implemented lesson study and Open Approach to the teaching mathematics in their schools. The data were collected by 5-likert scale and open-ended questionnaire administered in 2011 academic year. The findings showed that there were 3 categories of beliefs about teaching practices related to lesson study and Open Approach which the teachers responded to the questionnaires. Those three categories were beliefs about teaching mathematics, beliefs about learning mathematics, and beliefs about social context, which are different from those of beliefs teachers had before entering the project. Teachers’ long-held beliefs such as the role of a teacher is to give lectures, to explain some examples, laws or formulas as prescribed in the textbooks hoping that would help their students to understand subject content and to memorize the laws or formulas, has been questioned by themselves. This allows teachers a space to provide their students to encounter problem solving and will accumulate new kind of teachers’ beliefs about teaching practices.

The objective of this article is to investigate students’ intuition in mathematics class using Lesson Study and Open Approach. The research methodology employed was the qualitative research methods of teaching experiment combined with an ethnographic study. The study’s target group consists of three Grade 2 students at Ban Bueng Niam Bueng Krainoon School in Khon Kaen Province during the 2012 Academic Year. This is the school that participated in the professional development of mathematics teachers with Lesson Study and Open Approach innovation project. The researcher collected data from a mathematics class that taught multiplication learning unit (1) from the mathematics textbook for Grade 2 students. This is the textbook used in the professional development of mathematics teachers with Lesson Study and Open Approach innovation project. The research findings are: Mathematics class using Lesson Study and Open Approach allows students to intuitively learn the content of a basic multiplication unit. Students’ intuition was developed during Step 1 (posing open-ended problems) and Step 2 (students’ self-learning through problemsolving) of the Open Approach process. Students intuitively discovered the repeated addition and multiplication methods in solving multiplication problems.

This research was under context of professional development for mathematics teacher by using the innovation of lesson study and open approach project implemented by the Center for Research in Mathematics Education, Faculty of Education, Khon Kaen University, during 2009-2011 academic years. The objective of this research was to study the development of mathematical knowledge for teaching of teacher from working based on 3 steps of the lesson study cycle that incorporated 4 phases of open approach. The target groups were a lesson study team in a project school. Data were collected from 3 steps of lesson study and analysis procedures were based on analyzing videos, protocols, and descriptive analysis. The research found that the teachers obtained development as follows: 1) during the step of collaboratively design research lesson, they discussed and shared knowledge in the mathematical textbooks of project, discussion in objective of the lesson and construction of open-ended problem situation, anticipation for students’ thinking, and specification of issues for discussion in classroom; 2) in the step of teaching and collaboratively observing the research lesson, they obtained knowledge for teaching by presenting the open-ended problem situation, the occurred difficulty of students’ problem solving, the students’ thinking approach in problem solving, the association of approach in each learning unit, the sequencing of thinking, and the extension of students’ incomplete thinking approach; and 3) during the step of collaboratively reflection on teaching practice, teachers obtained knowledge by reflecting the students’ goal accomplishment, the students’ learning process, the students’ thinking approach, the efficiency of media, and the experts’ recommendations.

This study aims to investigate language and symbol students use in Thai mathematical classroom in the context of Lesson Study and Open Approach. The results reveal that the students use language and symbol in three characteristics. Firstly, the students use mathematical symbols to represent mathematical operations. Secondly, the students use oral words to communicate their ideas of mathematical operations. Thirdly, the students draw figures and use diagrams to communicate their ideas of mathematical operations.

The aim of this study was to analyze the process for changing values about teaching mathematics for teachers in a pilot school implementing Lesson Study and Open Approach. The study was structured through a questionnaire survey of 83 teachers in 4 pilot schools. Case studies were then conducted with 3 of the teachers and involved participatory observations and video recording in 3 phases of Lesson Study, interviews and document analysis. Theoretically, the conceptualization of professional development with Lesson Study and Open Approach, values change (Rescher, 1969 cited in Seah, 2004) and change process (Fullan, 1985; Joyce & Showers, 1980) helps to explain the process for changing values about teaching mathematics. The study shows that teachers in a pilot school implementing Lesson Study and Open Approach have developed a new view and values about teaching mathematics (e.g. values in designing lesson plans, values in teaching practice, values in classroom assessment). The components were essential for changing teachers values about teaching mathematics and consisted of 1) Teachers participating and learning about the underlying theoretical principles of Lesson Study and Open Approach 2) Practicing weekly cycles of Lesson Study into school culture 3) Seeing Lesson Study and Open Approach demonstrated from expert and Japanese teachers 4) Ongoing coaching or support from the project and 5) Obtaining feedback from outsiders such as educators, parents, school board members etc.

This paper describes a study investigating students’ metacognitive behavior and abilities in the mathematic class using the open approach. Four 1st grade students, ages six to seven years, served as a target group from the primary school having participated since 2006 in the Teacher Professional Development Project with innovation of lesson study and open approach. The research was based on Begle’s conceptual framework (1969), focusing on observing the nature of occurrences in order to describe emerging facts in the class. In addition, the data were examined by triangulation among three sources: video recording, field notes, and students’ written works. Data analysis rested upon 4 open approach-based teaching steps (Inprasitha, 2010). The study results showed that the open approach-based mathematic class helped students exhibit metacognitive behavior and abilities relevant to the four teaching steps: 1) posing open-ended problem, 2) students’ self learning, 3) whole class discussion and comparison, and 4) summarization through connecting students’ mathematical ideas emerging in the classroom.

This paper analyzes the presentation of multiplication in elementary textbooks from Japan, Singapore and Thailand. The methodology consisted of content analysis comparing the overall structure and sequence of topics and how to introduce the meaning of multiplication. We identified both similarities and differences among the three countries.

The objective of this research was to study the effect that contextual factors have on the development of students’ metacognitive strategies in the open approach-based mathematics classroom: the framework for learning and teaching activities in the class, the teacher’s role, and students’ role. The methodology was based on ethnographic research and Begle’s conceptual framework (1969), which focused on observation and study on the nature of occurrences. In the context, the researcher conducted participatory classroom observation. The target groups were a mathematics teacher, who is a student as a math teaching practitioner, and four elementary school students at Grade 1 ranging from 6 to 7 years of age from Koo Kham Pittayasan School. Data were collected from 3 learning units totaling 6 study periods. Qualitative data analysis procedures were based on analyzing videos, protocols, students’ written work, and time units for dealing with activities and narrative description. The concept of 4 open approach-based teaching steps (Inprasitha, 2010) was considered for the analysis of the teacher’s teaching behavior and students’ problem solving behavior. The study findings suggest that contextual factors in the open approach-based mathematics classroom affect the development of students’ metacognitive strategies in which the teacher has planned learning management related to learning unit structures and focused on instructional activities allowing students “to create knowledge from learning how to solve problems by themselves”. In addition, the study demonstrates that the teacher and students have different roles in each teaching step.

This research aims to interpret Vygotsky’s theory in development of a child’s semiotic activity in first grade mathematics classroom taught by open approach. This study focuses on investigate how first grade students construct signs and symbols in solving addition problems with the help of psychological tools in a mathematics classroom taught by open approach. The research was carried out in one first grade mathematics classroom including 32 students aged 6 - 7 years old and an internship student who was classroom teacher. Ethnographic methods were employed for collecting and analyzing data through classroom observation with audio-video tape recordings on 17 consecutive lessons on addition, students’ written works, field note taking and interviewing the classroom teacher. The result showed that the learning and instructional materials and drawing schematic diagrams and students’ language use are psychological tools that play a crucial role in development of first grade students ‘semiotic activity in solving addition problems. Students used units blocks and base ten blocks to operate addition with two numbers by decomposing and making ten strategies. Then, students drew schematic diagrams as symbol with their words to represent how to add two numbers corresponds to the meaning and the strategies they used.

The aim of this study was to compare the approaches to use mathematics textbooks on primary school in-service teachers in the “Project for Professional Development of Mathematics’ teacher through Lesson Study and Open Approach’. The methodology is questionnaires-check lists, interviews and open ended questionnaires. The results on the approaches on teachers’ use of mathematics textbook found that the percentage of adherence and elaboration decrease and the percentage of creation increase after teachers attend the project.

The purpose of this study is to analyze “how to” in the students’ abstraction process through compression to thinkable concept under classroom using Lesson Study and Open Approach. Data for this study were collected by using a teaching experiment, with the four of first graders as targeted. The research results revealed that in the students’ abstraction process, they compressed computable symbols and conducted 10 as “how to” in their thinking and thinkable concept at the same time. It is shift steadily from performing sequence of compression in students’ thinking from actions being linked together in increasingly sophisticated ways.

This study aimed to explore the perceived beliefs of the teachers regarding teaching practice in the con- text of a three year professional development project implementing lesson study incorporating Open Ap- proach conducted by the Center for Research in Mathematics Education. The teaching practice set under the cycle of lesson study were as follows: 1) collaboratively designing research lesson at least once a week; 2) Collaboratively observing their friends teaching the research lesson taken 3 - 4 hours per a week; 3) Collaboratively conducting post-discussion or reflection on teaching practice conducted once a week. From these three phases, Open Approach was used as an approach such as how to change teachers’ roles to be more facilitator and the like. The data were collected through questionnaire distributing to teachers in three schools in the project. In addition, the qualitative data were collected by participatory observation on teaching practice of one teacher twice a week throughout one academic year, interviewing the con- cerned teacher and other teachers in the lesson study team. The findings, where teachers’ perceived be- liefs regarding teaching practice were classified into three categories and these were: 1) about mathemat- ics teaching; 2) about students’ learning mathematics; 3) about social context.

This research was aimed to analyze and develop Small-group Mathematical Communication (SMC) as Mathematical Learning Process (MLP) of the seventh grade students in Ban-beung-neam-beung-krai-noon school for the school year 2008-2010 by adapting the Lesson Study and Open Approach which were innovations from Japan in order to be a context as well as guidelines for practice enhancing the students’ MLP. The teaching experiment (Steffe & Thomson, 2000) as a research methodology was used in de- signing the lesson plan, and studying students’ MLP. The data were collected by using the video-audio recordings in classroom activities, video-stimulated interviewing the students, and interviewing the teacher. Data were also analyzed utilizing a video and protocol analysis. The research findings found that the students had SMC in mathematics classroom adapting Lesson Study and Open Approach. The students learned mathematics more meaningfully by themselves based on sharing mathematical ideas in order to create the shared meaning and leading to shared goal. They participated in SMC regularly. As a result, they developed a “habit of mind” which was led to a sustainable Mathematical Learning Process.

The objective of this research was to explore the Mathematical Communication by 5th grade students’ gestures in Lesson Study and Open Approach context. This study was conducted at Nongtoom-nong- ngu-lerm School, and Ban-Beung-neum-beung-krai-noon School, Muang District, Khon Kaen Province in Project for Professional development of Mathematics teachers through Lesson Study and Open Approach, using qualitative research: Ethnographic Study, in-depth interview, Video Analysis supported by protocol analysis, and Descriptive Analysis. The research findings found that there were 7 kinds of students’ Mathematical Communication by students’ Gestures including 1) rigorousness by students’ beat gesture; 2) rigorousness by students’ metaphoric gesture; 3) economy by students’ deictic gesture; 4) economy by students’ iconic gestures; 5) freedom by students’ deictic gesture; 6) freedom by students’ iconic gesture; and 7) freedom by students’ deictic and iconic gestures in explaining students’ Mathematical Ideas, and the most commonly used economically by deictic gestures, and students’ self learning in Open Approach. Furthermore, the schools in Lesson Study and Open Approach context, the students had opportunity in learning based on their potentiality, being able to think, perform, and express. They preferred to express divergent think.

The objective of mathematics learning and teaching was to develop students’ concept in content so that the persons as teachers, educators, and researchers would try to search for instruments, and know for comprehending the students’ existing concepts. The study abstraction process based on compression into thinkable concept was to be a major guideline in considering and findings answer in order to understand the students’ concept (Gray & Tall, 2007). In Thai classroom using Lesson Study and Open Approach produced the students’ mathematical thinking by using open-ended problems with designed material for supporting interaction of students and their problem solving arithmetic (Inprasitha, 1997). According to view of Tall (2007a) suggested a parallel construction of compression in the symbolism and embodiment to thinkable concept. This paper aim to analyze the students’ abstraction process based on compression into thinkable concept from blending embodiment and symbolism. The four first grader as targeted group at Kookham Pittayasan School, a project school with supported by CRME, Faculty of Education, Khon Kaen University, Thailand. For research design used ethnographic study and teaching experiment. The collected data were used video analysis, interviewing, and students’ task analysis. The research revealed that, the students’ thinking shift steadily from performing sequence of parallel compression from actions being linked together in increasingly sophisticated ways to thinkable concept in embodiment and symbol- ism. This research revealed that Lesson Study incorporated Open Approach as teaching approach pro- vided to students’ abstraction process from considering that they manipulated with designed materials for supporting and checking their various symbolic thinking before into same effect on arithmetic operation.