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Improving Teaching Methods in Mathematicsand Sciences in Primary Education
ACTION PLANMEXICO
Lorena Trejo Guerrero
INTRODUCTION
• Mathematics is a very important of the study program worldwide since it is essential for the education of a person. In the same way, mathematics is considerer as a method to develop creative reasoning in an individual. It is also the foundation for the integration of a person in a world each time more technician.
• Considering mathematics as strong foundation of education, the educational system of the countries should guarantee the learning of the complete study program. In order to do this, periodic evaluations of educational progress are made. Many countries review and modify their study program on a regular basis in such a way that the education offered will be of high quality. Despite the reforms, students dot not reach a good level of education. It is then necessary to make a more detailed review in other aspects of the curriculum, like for instance, the formation of teachers, the methodology teachers use to teach, etc…
• Most of the important developed was star of solving problems, each country have different necessities, for example the numbers was developed for ancestral time, all the cultures have a system to count although no alls count the same way.
Project Outline
Project Title : Improving Teaching Methods in Mathematics and Sciences in Primary Education
Period : august 28 to October 11 of 2008 Project Site: CRICED Tsukuba University.Target Group: Implement the Japanese Lesson Study
in Mexico Overall Goal: Implement the Japanese Lesson Study in
Hidalgo, Mexico.Project Purpose: Teachers will learn about Japanese
Lesson StudyOutputs: (1) Workshop, to show the Japanese lesson study.(2) Analyze in group the video about Japanese lesson
study(3) conduct workshop to analyze together the teaching
experiences.
1. Problem Analysis
Why the students of Elementary School can’t solve problems of mathematics by them selves?
Problem Tree
The students can express his/her explanation about the process to solve by themselves
and promote new problems
The teachers can analyze together the teaching experiences
The teachers can innovate they skillsto design strategies
to teach
Teachers can consultsome additionally Materials before toMake a lesson plan
The teachers have skills to integrate the student’s opinions.
The teachers cangive opportunities to
his/her students to express his opinions
The teachers can teach math
in active form
The teachers can use teaching materials other
than the text book
The teachers can teach with theproblem solving
The students cansolve problems by
themselves
Plan of OperationsActivity Year
2008Year
2009
Respon-sible Person
Budget
Month N D J F M A M J J A S O
Output 1: The teachers can use materials other than the text book
1-1The teachers need know the characteristics of Japanese Lesson study
1-2 The teacher can teach math in active form.
Output 2: The teachers can teach math in active form
2-1 The teachers can learnt of Mr. Tsubota’s Video how improve the skills to teach math in the class room
2.2 The teachers can analyze together the teaching experiences
Plan of OperationsActivity Year
2008Year
2009
Respon-sible Person
Budget
Month N D J F M A M J J A S O
Output 3: The teachers can give opportunities to his/her students to
express his opinions.
3-1 The students can express his/her explanation about the process to solve by themselves and promote new problems
3.2 The teachers have skills to integrate the student’s opinions.
Output 4: The teachers can implement in his/her class room the Japanese Lesson Study
Problem Tree
Direct Causes
Causes
Causes
Core Problem
The teachers can’t give opportunitiesto his/her students
To express his opinions
Most teachers teach the math in
mechanic form
Most teachers not have opportunities
to analyze their teaching experiences.
The teachers don’t consult the
materials before tomake a lesson plan
The students can’t solve problems by themselves.
The teachers can’t teach with a problem solving
The teachers veryoften use the text
book as aim as not a medium to teach math
The teachers lackskills to integrate
the student’sopinions.
From Problem Tree to Objectives Tree
Direct Means
Means
Means
Core ObjectiveThe students can solve
problems by themselves.
The teachers can teach with a problem solving
The teachers can useTeaching methods
other than text book
The teachers can teach math in
active form
The teachers can give opportunitiesto his/her students
To express his opinions
The teachers consult the
materials before tomake a lesson plan
The teachers haveskills to integrate
the student’sopinions.
Most teachers have opportunities
to analyze their teaching experiences.
Determine the Scope of the Project
Outputs
Activities
Project Purpose
The teachers can teach with a problem solving
The teachers can give opportunities
to his/her students
to express his opinions
The teachers can teach math in
active form
The teachers can useTeaching methods
other than text book
The teachers consult the
materials before tomake a lesson plan
The teachers have opportunities
to analyze their teaching experiences.
The students can solve problems by themselves.
The teachers haveskills to integrate
the student’sopinions.
JAPANEE LESSON STUDY
• Process of the Lesson Study:
- Lesson Plan
- Presentation
- Discussion• We are very interested with the four steps of teaching
methods in problem solving:
- Understanding problem
- Solving problem
- Finding problems with each other by reflections
Mathematical activities and
- Summarizing and presentations by teachers and pupils
2. Objectives Analysis
Analyze the Japanese Lesson Study
We have learn from Prof. Tsubota how to develop teaching strategies:
With he learn:• The importance of the class plan• The motivation is very important to develop the class.• The students level of understanding must be considered• Reasons why the teacher must know this• Why the procedures are very important
Prof. Tsubota is Japanese famous math teacher such as:- The use of open ended approach is unique in Japan as they modify the original approach- This approach have been found very effective and it is widely used not only in Japan but around the world.
CHARACTERISTICS OF PROBLEM SOLVING
• Promote solving problems by themselves
- Promote the discussion in smalls groups
- Open discussion with all the group
- The problems must be related to daily life
- Communication between teachers and students is important
- Problem representation is important.
- To promote the importance of adequate concrete materials in the class room.
• We have learned from Prof. Yukuta Ohara other methods of how to teach mathematics, for example the origami technical to teach geometry and the use of games in mathematics.
HOW TO ANALYZE OUR PRACTICE
• We can see the class training and learn that is very important to listen to teachers opinions to improve the teaching strategies.
• We can learn from our mistakes.• We have discussion about the problem solving
approach through teaching methods in Math and Science which focus on communication.
• We have learned from Prof. Seiyama, the new techniques of teaching mathematics in Japan:
- Find the problem - Keep open communication - Allow students to express himself/herself using his own words.
Thank you!
Arigato!
Muchas Gracias!