International Journal for Lesson and Learning Studies最新文献_第2页

Implementation of Lesson Study in the context of STEM education in a rural setting in Ireland: challenges and opportunities 在爱尔兰农村地区的科学、技术、工程和数学教育背景下实施 "课程研究"：挑战与机遇

IF 1.3 4区教育学

International Journal for Lesson and Learning Studies Pub Date : 2024-03-19 DOI: 10.1108/ijlls-11-2023-0162

Bridget Flanagan, Mairéad Hourigan, Aisling Leavy

{"title":"Implementation of Lesson Study in the context of STEM education in a rural setting in Ireland: challenges and opportunities","authors":"Bridget Flanagan, Mairéad Hourigan, Aisling Leavy","doi":"10.1108/ijlls-11-2023-0162","DOIUrl":"https://doi.org/10.1108/ijlls-11-2023-0162","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This research seeks to explore the potential of Lesson Study as a vehicle to support professional development (PD) in a rural, Irish primary school. Lesson Study was utilised to design and implement integrated STEM (Science, Technology, Engineering and Mathematics) lessons with young children (ages 4–7 years).</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>Three teachers were introduced to and participated in four cycles of Lesson Study over the course of one school year. Qualitative data were generated from interviews, collaborative weekly meetings and observation sheets.</p>\u0000<h3>Findings</h3>\u0000<p>Analysis suggests that Lesson Study supported the development of a culture of collaboration and provided an opportunity for teachers to share their knowledge. Findings also reveal that Lesson Study motivated teachers to reflect on their role within the classroom and enabled them to move away from teacher-led approaches. Although teachers perceived Lesson Study to be a beneficial form of PD, factors constrained their engagement, including practical, cultural and sustainability challenges.</p>\u0000<h3>Practical implications</h3>\u0000<p>The study explores the adaptability of Lesson Study in first level education in the context of STEM education. It reveals teachers’ first experience of Lesson Study, given its stark contrast to more “traditional” PD experiences they are accustomed to. This article will, therefore, be of interest to teachers, school leaders and policy makers.</p>\u0000<h3>Originality/value</h3>\u0000<p>This paper contributes initial findings to a currently under-researched area, Lesson Study in a rural context. This study also combines Lesson Study with STEM education, which has not been widely explored.</p>","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"19 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140150363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of a self-reflection scale for observers of mathematics lesson during lesson study 为课例研究中的数学课观察者编制自我反思量表

IF 1.3 4区教育学

International Journal for Lesson and Learning Studies Pub Date : 2024-03-18 DOI: 10.1108/ijlls-07-2023-0090

Takeshi Sakai, Hideyuki Akai, Hiroki Ishizaka, Kazuyuki Tamura, Ban Heng Choy, Yew-Jin Lee, Hiroaki Ozawa

{"title":"Development of a self-reflection scale for observers of mathematics lesson during lesson study","authors":"Takeshi Sakai, Hideyuki Akai, Hiroki Ishizaka, Kazuyuki Tamura, Ban Heng Choy, Yew-Jin Lee, Hiroaki Ozawa","doi":"10.1108/ijlls-07-2023-0090","DOIUrl":"https://doi.org/10.1108/ijlls-07-2023-0090","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson observation (MLO). In MLO, it is important to understand the lesson plan in advance to clarify observation points, and we aim to develop a scale including these points.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>Based on the pre-questionnaire survey, nine perspectives and two situations for MLO were extracted. From these, a questionnaire for MLO was created. The results obtained from 161 teachers were examined, and exploratory factor analysis was conducted. ANOVA was conducted to analyze the effect of differences across the duration of teaching experience on the identified factors.</p>\u0000<h3>Findings</h3>\u0000<p>We developed a self-reflection scale consisting of 14 items with three factors: [B1] focus on instructional techniques and evaluation, [B2] focus on proactive problem-solving lesson development and [B3] focus on the mathematical background of the learning content. While duration of teaching experience showed no effect, three factors of the self-reflection scale for MLO showed a significant effect. Further multiple comparisons revealed the degree of focus was [B2]>[B1]>[B3].</p>\u0000<h3>Originality/value</h3>\u0000<p>Teachers who use this developed scale may grasp the strengths and weaknesses of their own MLO, which leads to self-improvement. The perspectives emphasized in lesson observation are the same when creating lesson plans and implementing lessons, leading to lesson improvement. Furthermore, based on the characteristics of teachers revealed, new training programs regarding MLO can lead to higher-quality lesson studies.</p>","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"3 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140150462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting teachers’ professional development in the social classroom dynamics domain with lesson study 通过课例研究支持教师在社会课堂动态领域的专业发展

IF 1.3 4区教育学

International Journal for Lesson and Learning Studies Pub Date : 2024-02-22 DOI: 10.1108/ijlls-10-2023-0140

Jeroen Pronk, Sui Lin Goei, Tirza Bosma, Wilma Jongejan

{"title":"Supporting teachers’ professional development in the social classroom dynamics domain with lesson study","authors":"Jeroen Pronk, Sui Lin Goei, Tirza Bosma, Wilma Jongejan","doi":"10.1108/ijlls-10-2023-0140","DOIUrl":"https://doi.org/10.1108/ijlls-10-2023-0140","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Despite their pivotal role in classroom social dynamics, teachers are not always aware of, and/or do not know how to respond to, bottlenecks in these dynamics. This study investigated the effectiveness of the Social Classroom Dynamics Intervention with Lesson Study (SKILS, acronym of the Dutch program name) in supporting teachers with regards to improving their classrooms' social dynamics.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>A sample of Dutch secondary school classrooms was divided into five SKILS classrooms (<em>n</em> = 86; 53.5% boys; <em>M</em><sub>age-T0</sub> = 13.62 years and <em>SD</em> = 1.02 years) and nine control classrooms (<em>n</em> = 156; 50.6% boys; <em>M</em><sub>age-T0</sub> = 13.55 years and <em>SD</em> = 0.89 years). Involvement in bullying and social cohesion was assessed pre- and post-intervention using student peer reports. Teachers of SKILS classrooms formed SKILS teams of five teachers (<em>N</em> = 25; 60% male; <em>M</em><sub>age-T0</sub> = 42.45 years and <em>SD</em> = 12.81 years; teacher's experience: <em>M</em><sub>T0</sub> = 11.35 years and <em>SD</em> = 8.36 years). Teachers were interviewed post-intervention.</p>\u0000<h3>Findings</h3>\u0000<p>While SKILS had little effect on classroom bullying dynamics, it had a positive effect on student social cohesion. Teachers indicated a learning effect with regard to identifying bottlenecks within classroom dynamics and felt more competent to intervene in response to bottlenecks due to SKILS.</p>\u0000<h3>Originality/value</h3>\u0000<p>The findings suggest that teachers can successfully impact classroom social cohesion by increasing their knowledge of classroom dynamics and working in Lesson Study (LS) teams with colleagues to develop tailored interventions for these dynamics. </p>","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"41 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139927669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sustaining learning study: perspectives of the curriculum leaders 持续学习研究：课程负责人的观点

IF 1.3 4区教育学

International Journal for Lesson and Learning Studies Pub Date : 2024-02-09 DOI: 10.1108/ijlls-05-2023-0046

Ming Fai Pang, Wing Wah Ki

{"title":"Sustaining learning study: perspectives of the curriculum leaders","authors":"Ming Fai Pang, Wing Wah Ki","doi":"10.1108/ijlls-05-2023-0046","DOIUrl":"https://doi.org/10.1108/ijlls-05-2023-0046","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The aim of this study is to illuminate the perceptions of the essential factors for sustaining Learning Study of the curriculum leaders who have led Learning Study in schools over a sustained period.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study adopted a case study research approach to explore the perspectives of the curriculum leaders regarding the sustainability of Learning Study. Data were collected through interviews, observations and document analysis. To analyse the data, thematic analysis was conducted to identify themes related to the research aim.</p>\u0000<h3>Findings</h3>\u0000<p>Four themes were deemed crucial by the curriculum leaders for sustaining Learning Study: (1) integrating Learning Study into the overall development plan of the school, with milestones recognisable by all stakeholders; (2) developing a shared understanding of and patience towards the different developmental needs of stakeholders; (3) developing a sustained programme of professional development for teachers regarding variation theory of learning, which underpins Learning Study; and (4) creating an improvement culture and a safe environment for sustaining professional development. We argue that Learning Study models should be flexible that they fit various school contexts while retaining the aim of enabling learning.</p>\u0000<h3>Originality/value</h3>\u0000<p>Sustaining Learning Study in schools becomes a challenge if support in the form of government funding and research involvement from tertiary institutions is withdrawn. This study is the first to voice the opinions of school curriculum leaders regarding this complex issue, who play a key role in initiating, implementing and sustaining Learning Study.</p>","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139903462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A systematic review of the literature on lesson study in Germany: a professional development approach under the radar of research? 对德国课程研究文献的系统回顾：研究雷达下的专业发展方法？

IF 1.3 4区教育学

International Journal for Lesson and Learning Studies Pub Date : 2024-02-06 DOI: 10.1108/ijlls-10-2023-0138

Julian Bucher, Klara Kager, Miriam Vock

{"title":"A systematic review of the literature on lesson study in Germany: a professional development approach under the radar of research?","authors":"Julian Bucher, Klara Kager, Miriam Vock","doi":"10.1108/ijlls-10-2023-0138","DOIUrl":"https://doi.org/10.1108/ijlls-10-2023-0138","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to systematically review the history and current state of lesson study (LS) in Germany. In particular, this paper describes the development of LS over time and its stakeholders.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>Conducting a systematic literature review, we searched three scientific databases and Google Scholar, examined 806 results and included 50 articles in our final sample, which we analyzed systematically.</p>\u0000<h3>Findings</h3>\u0000<p>The spread of LS in Germany can be divided into three phases, characterized by their own LS projects as well as their own ways of understanding LS. Although interest in LS has increased significantly in recent years, it is only present at a small number of schools and universities in Germany if compared internationally. Furthermore, this paper identifies the so-called learning activity curves as a tool frequently used for observation and reflection that appears to be unknown outside German-speaking countries.</p>\u0000<h3>Originality/value</h3>\u0000<p>This paper may act as an outline for countries without large-scale LS projects and with limited support from policymakers. The experience from Germany demonstrates the outcomes and challenges that can arise in such a situation and shows how unique LS features and proceedings have emerged.</p>","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"8 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139690158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The authorship of teachers: jissen kiroku as the core of professionalism in Japanese jugyo kenkyu 教师的著作权：作为日本教育研究会专业精神核心的 "自传"（jissen kiroku

IF 1.3 4区教育学

International Journal for Lesson and Learning Studies Pub Date : 2024-02-05 DOI: 10.1108/ijlls-05-2023-0062

Yuichi Miyamoto

{"title":"The authorship of teachers: jissen kiroku as the core of professionalism in Japanese jugyo kenkyu","authors":"Yuichi Miyamoto","doi":"10.1108/ijlls-05-2023-0062","DOIUrl":"https://doi.org/10.1108/ijlls-05-2023-0062","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to discuss the significance of teacher authorship (<em>jissen kiroku</em>) developed during <em>jugyo kenkyu</em>. Specifically, it explores the structural conditions of <em>jugyo kenkyu</em> that enabled the flourishing of <em>jissen kiroku</em>.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>To find how <em>jissen kiroku</em> developed in <em>jugyo kenkyu</em>, this paper settled triad of authors-text-readers as the analytical perspective. Disputes through 1960s–1980s are adequate to inquire because it can elucidate how readers read <em>jissen kiroku</em>, which is typically challenging to observe.</p>\u0000<h3>Findings</h3>\u0000<p><em>Jissen kiroku</em> is a powerful tool for semantically preserving, reconstructing and consolidating professional values and knowledge in <em>jugyo kenkyu</em> with deepening connoisseurship. Voluntary educational research associations (VERAs) encourage teachers to write and read <em>jissen kiroku</em> to develop their professionalism, which also helped develop exclusive semantics within the field. These developments were possible due to the public nature of <em>jissen kiroku</em>, disseminated to lesson study (LS) actors, thereby strengthening discussions both inside and outside VERAs.</p>\u0000<h3>Research limitations/implications</h3>\u0000<p>The paper proposes shift in views on educational science and emphasizes authorship as authority in that professionalism of teaching can be protected and elevated through authoring.</p>\u0000<h3>Originality/value</h3>\u0000<p>The significant roles of writing practice have not been explored enough. This paper finds the value of authorship in terms of public nature and openness to all teachers which enable the enhancement of professionalism of the LS field.</p>","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"86 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139677742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transforming first-aid training: a new lesson study approach for the Red Cross 转变急救培训：红十字会的新课程研究方法

IF 1.3 4区教育学

International Journal for Lesson and Learning Studies Pub Date : 2024-01-16 DOI: 10.1108/ijlls-08-2023-0111

Barbara Hanfstingl, Thomas Andreas Ogradnig

{"title":"Transforming first-aid training: a new lesson study approach for the Red Cross","authors":"Barbara Hanfstingl, Thomas Andreas Ogradnig","doi":"10.1108/ijlls-08-2023-0111","DOIUrl":"https://doi.org/10.1108/ijlls-08-2023-0111","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The first-aid courses organized by the Youth Red Cross Carinthia (Austria) had a quality problem, necessitating a professionalization in teaching and time structure. This research aimed to enhance the quality and effectiveness of these courses by implementing modified lesson studies with non-professional trainers. The paper presents the realization process, empirical research and results obtained by applying the first-aid curriculum.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>Around 22 lesson study first-aid courses (14 classes with 2 cycles, 8 with 3 cycles) were conducted and evaluated in different Austrian school types. An observation sheet was created to evaluate attention and competencies. Interviews were conducted with both teachers and students to validate the results.</p>\u0000<h3>Findings</h3>\u0000<p>The research findings demonstrate that lesson studies can significantly enhance the quality and effectiveness of first-aid courses. Inexperienced and experienced first-aid teachers significantly improved their teaching skills. Newly educated first-aid teachers showed substantial improvement, leading to the introduction of an induction period and coaching opportunity within the Youth Red Cross Carinthia.</p>\u0000<h3>Originality/value</h3>\u0000<p>This is the first lesson study conducted in a non-academic context. It highlights the adaptation process of Carinthian first-aid courses. It illustrates how lesson studies impact lesson clarity, instructional variety, student engagement in the learning process, student outcome, student feedback and teaching effectiveness in a non-academic context. It contributes to the literature on the application of lesson study in first-aid education and provides insight into the benefits of this approach in enhancing the quality of first-aid training.</p>","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"15 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139475871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A lesson study on a MOOC-based and AI-powered flipped teaching and assessment of EFL writing model: teachers' and students' growth 基于MOOC和人工智能的EFL写作翻转教学与评价模式的课例研究：教师与学生的成长

IF 1.3 4区教育学

International Journal for Lesson and Learning Studies Pub Date : 2024-01-16 DOI: 10.1108/ijlls-07-2023-0085

Yumei Zhang

{"title":"A lesson study on a MOOC-based and AI-powered flipped teaching and assessment of EFL writing model: teachers' and students' growth","authors":"Yumei Zhang","doi":"10.1108/ijlls-07-2023-0085","DOIUrl":"https://doi.org/10.1108/ijlls-07-2023-0085","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The lesson study aims to examine college English teachers' growth in technological pedagogical content knowledge (TPACK) and the improvement of students' learning outcomes in the context of MOOC-based and AI-powered flipped teaching and assessment of EFL writing (MAFTA).</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>Three college EFL teachers and their students (66 in total) participated in three cycles of MAFTA instruction. Triangulated analysis was conducted by considering all relevant data sources, including the teachers' discussions and reflections, the argumentative essays produced by the students before and after the MAFTA instruction, as well as the data gathered through questionnaires and interviews.</p>\u0000<h3>Findings</h3>\u0000<p>The three teachers demonstrated varying degrees of growth in TPACK, as evidenced by their increased knowledge of the technology tools and skills in utilizing the tools to realize their pedagogical beliefs on teaching EFL writing. Substantial improvements were detected in students' essays. The students generally have affirmative perceptions on the MAFTA model and the questionnaire and interviews specified the benefits they gained from each stage of the model.</p>\u0000<h3>Originality/value</h3>\u0000<p>Firstly, the lesson study is grounded in an innovative approach to teaching EFL writing that incorporates multiple technological affordances. Secondly, it closely scrutinizes the dynamics of both teachers' and students' growths during the innovative practice. The findings could offer insights into teachers' TPACK development and effective integration of technological advancements in EFL education at the tertiary level.</p>","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139459033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Technology-mediated lesson study: a step-by-step guide 以技术为媒介的课程学习：分步指南

IF 1.3 4区教育学

International Journal for Lesson and Learning Studies Pub Date : 2024-01-02 DOI: 10.1108/ijlls-07-2023-0094

Michelle Hudson, Heather Leary, Max Longhurst, Joshua Stowers, Tracy Poulsen, Clara Smith, Rebecca L. Sansom

引用次数: 0

Students' mathematization in mathematics classrooms using the Thailand lesson study incorporated open approach model 在数学课堂上利用泰国课程研究的开放式教学模式培养学生的数学化能力

IF 1.3 4区教育学

International Journal for Lesson and Learning Studies Pub Date : 2023-12-13 DOI: 10.1108/ijlls-06-2023-0077

Sunti Bunlang, Maitree Inprasitha, Narumon Changsri

{"title":"Students' mathematization in mathematics classrooms using the Thailand lesson study incorporated open approach model","authors":"Sunti Bunlang, Maitree Inprasitha, Narumon Changsri","doi":"10.1108/ijlls-06-2023-0077","DOIUrl":"https://doi.org/10.1108/ijlls-06-2023-0077","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to explore students' mathematization through a flow of lessons using the Thailand Lesson Study Incorporated Open Approach (TLSOA) to improve the excellence of instruction.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>A total of 16 Grade 4 students were selected because they have been taught using the TLSOA model for four years. Six Lesson Study (LS) team members participated, and two instruments were utilized, namely student worksheets, and field notes. An ethnographic research design was employed.</p>\u0000<h3>Findings</h3>\u0000<p>The results revealed that the students' mathematical ideas were developed from the real world to the mathematical world through a flow of lessons based on the four phases of the Open Approach (OA).</p>\u0000<h3>Practical implications</h3>\u0000<p>Firstly, the students demonstrated their ability to represent the real world independently when the teacher posed an open-ended problem. Secondly, the students demonstrated their ability to use semi-concrete aids to develop their ideas while self-learning. Thirdly, the students showed how they developed their ideas to solve the open-ended problem using relevant objects or related concepts as part of a whole-class discussion and comparison exercise. Finally, the students demonstrated their abilities to represent the mathematical world using numbers and symbols to communicate their ideas when they were required to make a summary by connecting their mathematical ideas.</p>\u0000<h3>Originality/value</h3>\u0000<p>This study adds new insight to the literature on students' mathematization using the TLSOA model.</p>","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"7 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138573935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0