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Process Designing Mathematical Tasks on Addition of Teachers Using Lesson Study
Centre of Excellence in Mathematics, CHE, Bangkok, Thailand
Center for Research in Mathematics Education, Faculty of Education, Khon Kaen University, Khon Kaen, Thailand
Center for Research in Mathematics Education, Faculty of Education, Khon Kaen University, Khon Kaen, Thailand
- 1 Centre of Excellence in Mathematics, CHE, Bangkok, Thailand
- 2 Center for Research in Mathematics Education, Faculty of Education, Khon Kaen University, Khon Kaen, Thailand
- 3 Center for Research in Mathematics Education, Faculty of Education, Khon Kaen University, Khon Kaen, Thailand
Creative Education·Volume 06 (2015)·Pages 1691–1696·Published 16 September 2015·DOI10.4236/ce.2015.616170
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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.
KeywordsDesigning Mathematical TasksMathematical TasksLesson Study
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