TITLE:
Boundaries of the Community of Teachers’ Implementing Mathematics Textbooks with Lesson Study and Open Approach
AUTHORS:
Chanika Senawongsa, Maitree Inprasitha, Anake Sudejamnong
KEYWORDS:
Community of Practice, Implementing Mathematics Textbooks, Lesson Study and Open Approach
JOURNAL NAME:
Creative Education,
Vol.10 No.9,
September
18,
2019
ABSTRACT: This study aimed to analyzeboundaries of the community of teachers’ imple-menting the mathematics textbooks with Lesson Study and Open Approach.For this study, Mathematics textbooks were Japanese mathematics textbooks (Thai version), consisting of mathematics problems, flow of lesson, and students’ mathematical ideas. The participants were 2 expert teachers who use the textbooks in the classroom using Lesson Study and Open Approach since 2013. The data were collected in 2017 school year by using interview andclassroom observation with video recording. The data were analyzed basedonWenger, McDermott, & Snyder (2002)’s framework of community of practice.The results showed that the teachers practiced in 3boundariesof the community: 1) within school—every week,they use the textbooks to designmathematical problems and anticipating students’ ideas with their school team, then they teach the lesson and observe students’ ideas in the classroom, and they reflect on students’ ideas that occurred in their classroom, 2) across schools—every semester,they form team with teachers who work in differentschools of the project to design/observe/reflect a classroom by using the textbooksin school open class activity, and 3) across organization boundaries—every year, they and their school networkparticipated in the activities, the national open class, the workshop for school teachers, the national and international conference, that help them to understand students’ ideas via classroom by using the textbooks and sharing with theirschool teachers and university experts.