Author(s)

Chanika Senawongsa¹, Maitree Inprasitha², Anake Sudejamnong³

¹Doctoral Program in Mathematics Education, Faculty of Education, Khon Kaen University, Khon Kaen, Thailand.
²Center for Research in Mathematics Education, Faculty of Education, Khon Kaen University, Khon Kaen, Thailand.
³Mathematics and Statistics Program, Faculty of Science and Technology, Suratthani Rajabhat University, Suratthani, Thailand.

This research aims to analyze how and what teachers learn in community of implementing mathematics textbooks with Lesson Study and Open Approach about addition in number and operations for first grade. The participants were 2 teachers who use the textbook in the classroom using Lesson Study and Open Approach. The mathematics textbooks for this study were Japanese mathematics textbooks (Thai version), and consist of mathematics activities, flow of lesson, and students’ mathematical ideas (Inprasitha, 2015b). The data were collected in October 2015 by interview and classroom observation with video recording. The data were analyzed based on communities of practice (CoP) from Wenger, McDermott, & Snyder (2002), and Shulman & Shulman (2004). The result of this research found that how and what teachers learned in community of implementing mathematics textbooks with Lesson Study and Open Approach, are 2 aspects: 1) teachers learned about the content of mathematics from their sharing on the textbook and students’ ideas together, and 2) teachers learned how to teach the content, through using the textbook for sharing anticipating students’ ideas, observing students’ ideas, and reflecting by using evidence from students’ ideas that appeared in classroom.

Teachers’ Learning, Community of Practice, Mathematics Textbook, Lesson Study and Open Approach

Senawongsa, C. , Inprasitha, M. and Sudejamnong, A. (2019) Teachers’ Learning in Community of Implementing Mathematics Textbooks with Lesson Study and Open Approach. Psychology, 10, 1636-1648. doi: 10.4236/psych.2019.1012108.