1 / 13

Chinese Taipei

APEC-KHON KAEN International Symposium 2008 Innovative Teaching Mathematics through Lesson Study III ---Focusing on Mathematical Communication Project Report. Chinese Taipei. Project Sponsored by the Ministry of Education Jan 1—Dec 31, 2008. Chen, Jun-Yu 陳俊瑜 , Teacher, Hua-Lian Ji-An E.S.

malo
Download Presentation

Chinese Taipei

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. APEC-KHON KAEN International Symposium 2008Innovative Teaching Mathematics through Lesson Study III---Focusing on Mathematical CommunicationProject Report Chinese Taipei

  2. Project Sponsored by the Ministry of EducationJan 1—Dec 31, 2008 Chen, Jun-Yu 陳俊瑜, Teacher, Hua-Lian Ji-An E.S. Lin, Chang-Shou 林長壽, (PI) Prof., Fellow of Academia Sinica, National Taiwan Univ. Lin, Shu-Jun 林淑君, Teacher, Taipei Dong-Men E.S. Ong, Ping-Zen 翁秉仁, Prof., National Taiwan Univ Shann, Wei-Chang 單維彰, Prof., National Central Univ Zhang, Lin-Wei 張麟偉, Teacher, Hua-Lian Dao-Hsiang E.S.

  3. Agenda March. Communicated the ideas with elementary school teachers. April. Four hours of discussion on the lesson plans. May. Four classes observed, fully digitally recorded. Investigators on site. June. Discussed according to the recordings, chose one to present. July. Wrote up the scripts in Chinese and translated into English. August. Prepare the video files. Join APEC-KKU 2008. September—October. Finish editing all four recordings. November—December. Announce to elementary school teachers.

  4. Lesson Study —A Peer Review Process (Ginsburg) VS Open-Problem Approach 4

  5. Some MessagesOpen-Problem Approach in Taiwan 1992. 1995. 2002. 2003. 4 ~5 lessons per week, 40 minutes per lesson. Aggressive. Gave away contents for the process. A comparison between Taiwan and California, USA (2002). Bu3 Xi2 Ban: After-school private coaching centers Fee/month≒ ×1~×3Tuition/semester TIMSS 2003: did well… PISA 2006 (Math, minor, 15 year-olds): Taiwan 549 (103, 3rd)Finland 548 (81)Hong Kong 547 (93)Korea 547 (93) 5

  6. Lesson StudyThe Process Well Prepared Lesson Plan Live Lesson Observation (with fresh eyes) Focused Post-Lesson Discussion (Takahashi) 6

  7. Background Lesson was in the morning of Monday, May 19, 2008. An ordinary class of co-ed 5th grade pupils. More than one half of the students are native residents, from families in the middle or lower social class. A male math teacher with 10 years of experience, not the mentor of the class. Class was not prepared nor anticipated for the lesson. The second lesson in the series of Line Symmetry.

  8. Prerequisites Students have basic ideas about angles, right angles, perpendicular, parallel, triangles, and quadrilaterals. Students can use Latin alphabets to label vertices and line segments. In the previous lecture: The line symmetry of regular triangles, isosceles triangles, squares, and rectangles. Find the lines of symmetry by folding paper cards.

  9. Lecture Goals Recognize the corresponding points and corresponding lines with respect to the line of symmetry. (Starting with an isosceles triangle, then a rectangle.) Find the property of the line of symmetry. That is, it orthogonally bisects the line segment of a pair of corresponding points. With the foregoing property, complete the missing half of a line symmetric figure. (Ultimately, a Christmas tree.)

  10. Findings (1): Characteristic of Classroom Communications “Attention.” (Actually, the Seat Posture ONE.) [18:59] “Last five seconds.” (Students chant together the count down.) Findings (2): A General Communication Problem Did not allow someone to finish it, or did not pay enough attention to someone’s idea. [35:10]

  11. Findings (3): General Classroom Communication Problems What was the purpose for naming the corresponding points? To communicate “which” distances are equal? (From the corresponding points to the line of symmetry.) Without the language, teacher and students can only make visual communications. What was the purpose for noticing the orthogonality? To communicate a strategy of finding the corresponding point. [06:30] What was the purpose for finding the corresponding point? To communicate a strategy of drawing the corresponding line segments. (Later on, some students claimed they drew the corresponding line “directly,” which was only a disguise of the same strategy.) [37:05]

  12. Findings (4): Short of Mathematical Terminologies When students claimed that they found the corresponding lines “directly,” they cannot express the idea of how “slant” the line should be. (The concept of slope.) [34:45] Findings (5): Confusion of Common and Mathematical Meanings The Chinese character 角 ( Jiao3 ) means “angle” in the mathematical sense, but it means “horn” and “corner” in the common sense. Many use it for the meaning of “vertex.”

  13. Reflections Lesson Study shall be practically helpful for lecture preparations. Four hours of preparation failed to anticipate the situation of “directly.” It might be true that each language has the same problem of confusing meanings in different ways. It is part of the mathematics education to help students use the correct meaning in a different context. Why shall we care about mathematical communications in a classroom? It helps to focus on the key concepts of a lesson, to clarify the objectives of what we are learning.

More Related