Process Designing Mathematical Tasks on Addition of Teachers Using Lesson Study

Katanyuta Bangtho¹, Narumol Inprasitha², Maitree Inprasitha²

¹Centre of Excellence in Mathematics, CHE, Bangkok, Thailand.
²Center for Research in Mathematics Education, Faculty of Education, Khon Kaen University, Khon Kaen, Thailand.

DOI: 10.4236/ce.2015.616170                

Abstract

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.

Keywords

Designing Mathematical Tasks, Mathematical Tasks, Lesson Study

Conflicts of Interest

The authors declare no conflicts of interest.

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