Pre- and In-service Teachers’ Role to Improve the Teaching and Learning Mathematics

Abstract“Teachers’ learning together” is a key concept for the success of teaching professional development. This study aimed to analyze the pre- and in-service teachers’ role to enhance teaching and learning of mathematics. Mixed methodology was administered. The target group includes 44 lesson study teams. Data were collected by using a questionnaire and video tape recording and were analyzed by statistics and video analysis methods. The findings showed that most of teachers collaborated in analyzing the problems of instruction, observing the students’ ideas, and observing the lesson in open class activities. These teachers’ role is the key component for improving teaching and learning of mathematics

Comparative study of means of mathematical communication in Japan, Laos, and Thailand

This comparative study analyzed the similarities and differences in the mathematical communication used by teachers and primary school students in Japanese, Lao, and Thai mathematics classrooms. It adopted a qualitative research design, and the targets were teachers and students in Grades 1 - 6 at a selected school in each of the three countries. The data were collected from one classroom at each grade level from the three schools, so eighteen classrooms were involved in the study. The research tools included video recorders, photo cameras, and a field notes form. The data were analyzed by employing the analytical descriptive method based on Pirie's conceptual framework of the means of mathematical communication (1998). The findings revealed that the means of mathematical communication in the three countries were similar in their use of ordinary, mathematical, verbal, and symbolic language—differences in the means of mathematical communication related to how varied the learning materials were. The Japanese classrooms used the most varied means of mathematical communication, demonstrating all six means, while the Thai classrooms used only 5, and the Lao PDR classrooms used only 4. The Japanese classrooms were shown to be focused on the students' diverse self-solution concepts, while some of the Thai and Lao PDR classrooms were based on question-answer interactions between the teachers and students

Mathematics teachers' abilities in developing formative assessment after the introduction of lesson and open approach innovations

Purpose – The main purpose of this study was to examine mathematics teachers’ abilities in developing formative assessments when teaching algebraic reasoning after utilizing two innovations: lesson study and open approach. Methodology – A single group quasi-experimental research design was employed in two mathematics classes in a school in Chaiyaphum province, Thailand. The target group was all the 11 mathematics teachers, who were pre-tested, then post-tested after the lesson study and open approach training. This was followed by their participation in setting up a lesson study group and conducting 10 lesson study cycles involving two research participants who were teaching two selected classes. The instruments were a questionnaire, the AssessToday rubric, interview protocols, 10 lesson plans, field notes, classroom observation video recordings, and students’ written work. The AssessToday rubric was the main instrument used to determine the ability level of the mathematics teachers in developing formative assessment in terms of seven components, namely learning targets, question quality, nature of questioning, selfevaluation, observation of student affect, instructional adjustment, and evidence of learning. Results – The pre-test and post-test results showed an improvement in the mathematics teachers’ understanding about formative assessment, the methods used in formative assessment, and how they could use the data from the formative assessment while they were implementing the two innovations. In addition, the AssessToday rubric showed that both mathematics teachers were progressing gradually from novice, apprentice to practitioner level in their abilities in developing formative assessment after the 10 cycles of innovation practices in all the seven components. The results imply that the mathematics teachers showed vast improvement in their abilities in developing formative assessment after they implemented the lesson study and open approach innovations in their teaching.Significance– The results contribute significantly to knowledge about the usefulness of the lesson study and open approach innovations in enhancing mathematics teachers’ abilities in developing formative assessment

Mathematics teachers' abilities in developing formative assessment after the introduction of lesson study and open approach innovations

Purpose - The main purpose of this study was to examine mathematics teachers' abilities in developing formative assessments when teaching algebraic reasoning after utilizing two innovations: lesson study and open approach. Methodology - A single group quasi-experimental research design was employed in two mathematics classes in a school in Chaiyaphum province, Thailand. The target group was all the 11 mathematics teachers, who were pre-tested, then post-tested after the lesson study and open approach training. This was followed by their participation in setting up a lesson study group and conducting 10 lesson study cycles involving two research participants who were teaching two selected classes. The instruments were a questionnaire, the Assess Today rubric, interview protocols, 10 lesson plans, field notes, classroom observation video recordings, and students written work. The Assess Today rubric was the main instrument written work. The Assess Today rubric was the main instrument used to determine the ability level of the mathematics teachers in developing formative assessment in terms of seven components, namely learning targets, question quality, nature of questioning, self-evaluation, observation of student affect, instructional adjustment, and evidence of learning. Results - The pre-test and post-test results showed an improvement in the mathematics teachers understanding about formative assessment, the methods used in formative assessment, and how they could use the data from the formative assessment while they were implementing the two innovations. In addition, the Assess Today rubric showed that both mathematics teachers were progressing gradually from novice, apprentice to practitioner level in their abilities in developing formative assessment after the 10 cycles of innovation practices in all the seven components. The results imply that the mathematics teachers showed vast improvement in their abilities in developing formative assessment after they implemented the lesson study and open approach innovations in their teaching. Significance - The results contribute significantly to knowledge about the usefulness of the lesson study and open approach innovations in enhancing mathematics teachers' abilities in developing formative assessment

The Investigation of Best Practices on Symbolic Mathematical Communication: A Comparative Study in Japan, Lao PDR, and Thailand

Abstract Purpose – This comparative study sought to identify best practices concerning symbolic mathematical communication between primary school teachers and students in Japanese, Laotian, and Thai classrooms. Method – The target groups were 18 teachers and 671 students in Grade 1 to Grade 6 mathematics classrooms in Japan, Lao PDR, and Thailand. A total of 18 classrooms were inspected, one from each grade; thus, the unit of analysis was a classroom. Research instruments included a video recorder, a camera, and field notes. The data was gathered by videotaping, photographing, and taking notes. A descriptive analytics method was used to examine the data, following Pirie's mathematical communication framework (Pirie, 1998). Findings – Based on cultural norms and educational approaches in each country, the country-specific practices of symbolic communication were found to differ significantly among the mathematics teachers from the three countries. Owing to the education system in Japan placing a strong emphasis on discipline and respect, their teachers were found to focus on students’ symbolic explanations, particularly allowing students to elaborate on the meaning of complex mathematical ideas and concepts using symbolic communication. Laotian teachers tended to explain the answers using symbolic mathematical communication. This is because the country-specific practices in the Laotian local context concerning mathematical concepts are contextualized to relate to students’ daily lives and experiences, making abstract symbols more meaningful. Finally, Thai teachers were found to focus on the students’ answers rather than the learning process or operations. This suggests that Thai teachers often focus on memorising and repeating of mathematical procedures and formulas. Significance – The study findings offer a substantial understanding of the role of culture in education by investigating symbolic communication in mathematics classrooms in Japan, Laos, and Thailand. This implies the potential to improve teaching practices, enhance student learning experiences, and promote cultural sensitivity and inclusion in educational settings

Futures for Post-Pandemic Mathematics Teacher Education: Responsiveness and Responsibility in the Face of a Crisis

COVID-19 has caused unprecedented disruption to mathematics teacher education worldwide. This paper is anchored in our learnings from the experiences of teacher educators at four major universities from the Association of Southeast Asian Nations as they dealt with changes in their programs’ delivery triggered by the pandemic, and raises challenges that remain for the futures of post-pandemic mathematics teacher education. Here, we use the two ethical constructs of responsiveness and responsibility to guide actions in response to a crisis, in order to discuss a range of decisions the participants made to respond to the crisis. Behind their initial response to the emergent conditions, the participants were concerned about maintaining the continuity of their students’ education. Further, we identify remaining challenges for mathematics teacher educators to re-imagine their curriculum, teaching, assessment, and equitable access towards a more relevant, productive, and equitable mathematics teacher education. This study adds to the rapidly increasing literature on the effect of the pandemic on mathematics education in the following three ways: (1) here we take a comprehensive view of the disruptions instigated by the pandemic;, (2) we pay special attention to issues of equity; and (3) we address concerns about possible and desirable post-pandemic futures