Context of the Study
The objective of this study was to investigate students’
metacognitive behavior and abilities in the open approach based
mathematic class of the school which has participated in the
Teacher Professional Development Project with the innovation
of lesson study and open approach. Therefore, in order to understand
the context as a source of data collection, in this research,
the researcher had a role as a participating observer.
Also, details of observations leading to research issues are explained
hereinafter. This study was conducted at Koo Kham
Pittayasan School located in Khon Kaen Province in the
Northeast of Thailand. It is a school with extensive educational
opportunities and teaching management from kindergarten level
to secondary level in grade 9. The innovation of lesson study
and open approach has been introduced through the Teacher
Professional Development Project with collaboration and supervision
and monitored by the Center for Research in Mathematics
Education, Khon Kaen University since April, 2006.
The use of the applicable innovation as an important method
was emphasized to develop mathematical thinking in the integration
of the lesson study process and open approach. For the
lesson study process, it was adapted from the Japanese practice
by integrating open approach and focusing on participation in
all steps in the cycle of lesson study. A student as a teaching
practitioner, the observing teacher, the researcher as a school
coordinator, and external experts participated in design and
teaching planning, collaborative class observation and discussion
and mutual result reflection (Inprasitha & Loipha, 2007)
every week. The principal aim was to create and develop openended
situations based on students’ ideas.
Context of the StudyThe objective of this study was to investigate students’metacognitive behavior and abilities in the open approach basedmathematic class of the school which has participated in theTeacher Professional Development Project with the innovationof lesson study and open approach. Therefore, in order to understandthe context as a source of data collection, in this research,the researcher had a role as a participating observer.Also, details of observations leading to research issues are explainedhereinafter. This study was conducted at Koo KhamPittayasan School located in Khon Kaen Province in theNortheast of Thailand. It is a school with extensive educationalopportunities and teaching management from kindergarten levelto secondary level in grade 9. The innovation of lesson studyand open approach has been introduced through the TeacherProfessional Development Project with collaboration and supervisionand monitored by the Center for Research in MathematicsEducation, Khon Kaen University since April, 2006.The use of the applicable innovation as an important methodwas emphasized to develop mathematical thinking in the integrationof the lesson study process and open approach. For thelesson study process, it was adapted from the Japanese practiceby integrating open approach and focusing on participation inall steps in the cycle of lesson study. A student as a teachingpractitioner, the observing teacher, the researcher as a schoolcoordinator, and external experts participated in design andteaching planning, collaborative class observation and discussionand mutual result reflection (Inprasitha & Loipha, 2007)every week. The principal aim was to create and develop openendedsituations based on students’ ideas.
การแปล กรุณารอสักครู่..