Mathematical Problem-Solving Knowledge for Teaching in context of Lesson Study: A Case Study of Mathematics In-service Teacher

Authors

  • Pimpaka Intaros Department of Mathematics, Faculty of Science, Lampang Rajabhat University
  • Sudarat Phiangnoy Mathematics Program, Theerakarn Banhong School
  • Nipa Jun-on Department of Mathematics, Faculty of Science, Lampang Rajabhat University
  • Sarawut Suwannaut Department of Mathematics, Faculty of Science, Lampang Rajabhat University

Keywords:

Mathematical Problem-solving Knowledge for Teaching, Lesson Study, Teaching Practice, Open Approach

Abstract

This study aimed to investigate an in-service mathematics teacher’s mathematical problem-solving knowledge for teaching in a Lesson Study context at the Theerakarn Banhong School, Lamphun Province, Thailand. The study employed a qualitative research methodology. The research used a case study approach of a mathematics in-service teacher who took charge as a member of the school’s lesson study team which was composed of 1) mathematics in-service teachers in the school and 2) coaches from a university to collaboratively work as participatory research design and was used as a method for a data collection. Collaboratively work on the Lesson Study cycle in the Thailand context (Inprasitha, 2011; 2015; 2022) of the lesson study team was recorded in a form of a videotape as evidence for content analysis (Bengtsson, 2016). Then, this evidence was analyzed in accordance with Mathematical Problem-Solving Knowledge for Teaching (MPSKT) (Chapman, 2015). Research results showed that the mathematics in-service teacher performed his teaching practice which manifests the MPSKT in accordance with the Lesson Study; 1) Collaboratively Plan, the teacher reviewed students’ how-to-learn and designed problem situations, identified students’ difficulties, and anticipated students’ ideas. Moreover, the teacher designed main and supporting materials to encourage students’ problematic states. 2) Collaboratively Do, the teacher supported students to utilize their own how-to-learn to solve problems which related to their experiences and the teacher encouraged students to solve problems by themselves. 3) Collaboratively See, the teacher reflected on clusters of students’ ideas and discussed each idea that was affected by the students’ how-to-learn. Moreover, the teacher reflected on conditions used in problem situations that related to students’ ideas, to enhance the problem situations for the next loop of the lesson study. MPSKT in each step of the Lesson Study was discussed. Additionally, the MPSKT supported his teaching practices for teaching mathematics through problem-solving.

References

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Published

2023-09-27

How to Cite

Intaros, P., Phiangnoy, S., Jun-on, N., & Suwannaut, S. (2023). Mathematical Problem-Solving Knowledge for Teaching in context of Lesson Study: A Case Study of Mathematics In-service Teacher. ASEAN Journal of Education, 8(2), 53–61. Retrieved from https://so01.tci-thaijo.org/index.php/AJE/article/view/269846

Issue

Vol. 8 No. 2 (2022): December

Section

Research Articles

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