S. CHAONA, N. INPRASITHA

and writing, 3) to observe by listening to the students while

they were explaining and reasoning, 4) to set question by using

open-ended problem situation as the phrase inviting the stu-

dents to explore their own approach and reason, and 5) to dis-

cuss the words or techniques used by the students.

Inprasitha (2003, 2004) recommended a guideline that for in-

structiona l activ ity ma nageme nt to enhance the students to have

learning process, it was necessary to use the innovation in

learning and teaching. For instance, open-ended problem which

was special being different from other kinds of mathematical

problem since it included broader meaning than general

exercise in Thailand. It was also used in teaching approach by

the Center for Research in Mathematics Education (CRME) in

studying the Japanese Lesson Study to be used in Thailand

since 2002. Inprasitha (2010) brought the Open Approach to be

used as a teaching method focusing on problem solving in the

process of Lesson Study. The 4 phases are consisted of 1) Pos-

ing open-ended problem, 2) Students’ self-learning, 3) Whole

class discussion and comparison, and 4) Summarization of

students’ mathematical ideas emerged in the classroom. These

4 phases were included in 3 steps of Lesson Study as: 1) col-

laboratively planning, 2) collaboratively observation, and 3)

collaboratively reflection. Therefore, in viewpoint of students’

assessment in mathematics class, major issues could be con-

cluded that the evaluation for developing and supporting stu-

dents’ learning should be emphasized. Specifically, for the

assessment in mathematics class using the Lesson Study and

Open Approach, it was necessary to explain evaluation tech-

nique for students’ learning, since the innovation was used by

teachers, as context enhancing the learning in both of teacher

and students (Inprasitha, 2010).

Research Methodology

The qualitative research methodology was administered in

this research. Data were presented by descriptive analysis in

context of schools under the project of Mathematics Teaching

Professional Development through the Lesson Study and Open

Approach. The objective was to explore the teacher’s assessed

for students’ learning in classroom using Lesson Study and

Open Approach. The Lesson Study was implemented based on

Inprasitha’s (2010) including 3 phases of implementation.

In this case, Lesson Study group comprised of a mathematics

teacher and an internship mathematics student. The first phase

of lesson study: collaboratively planning which was the phase

that the teacher and internship mathematics student in school

collaborated in planning the lesson together, Phase 2: collabo-

ratively observation. In this phase an internship mathematics

student as a teacher that teaching in the lesson plan and teacher

was observer. Activities in the classroom were video and au-

dio-recorded for analysis purposes. The group had planned a

50-minute lesson to teach on the topic addition (increase) in

first grade mathematics class. Phase 3: collaboratively reflec-

tion, mathematics teacher and internship mathematics student

reflected about the lesson and student learning.

The researcher was a graduate student in Mathematics

Education program, Faculty of Education, Khon Kaen Univer-

sity, used to be the first cohort of 5-year in Mathematics Educa-

tion Program, Faculty of Education, Khon Kaen University. In

2008, the researcher practiced teaching in school for one year,

in the school using Lesson Study and Open Approach, had

experience in learning organizational planning with the Lesson

Study Team, and used the plan in classroom, participated in

reflection after instructional management. After graduating in

Bachelor’s degree, the researcher furthered her studying in

Master’s Degree in Mathematics Education Program, Faculty of

Education, Khon Kaen University, and had experience in

working as well as learning in the Project of Professional De-

velopment based on Lesson Study and Open Approach as a

researcher in the Less on Study team.

Target Group was an internship mathematics student, who

had teaching practices at Ku-Kam-Pittayasan school, Khon-

Kaen province as the schools under the Project of Professional

Development based on Lesson Study and Open Approach con-

ducted by the Center for Research in Mathematics Education,

Faculty of Education, Khon Kaen University since 2006, re-

spectively.

Delimitation of the study, in this research, the researcher

determined boundary of what to be explored as the assessment

method used by internship mathematics student in assessing the

students in class administering the Open Approach and Lesson

Study.

Results

Activities: Teacher posed the open-ended problem by show

Figure 1 and asked the students to notice and survey a number

of fish and provided students to tell story about the fishes in the

picture.

In context of Lesson Study and Open Approach, the intern-

ship mathematics students used assessment method for their

students’ learning by considering 4 steps of the Open Approach

as guidelines for teaching, as follows:

Step 1: Posing the open-ended proble m

When teacher set task as an open-ended problem to the stu-

dents, she waste time for students as investigate material and

understand situation that teacher post in the classroom. And she

provided opportunity for students to communicate about prob-

lem and thei r le arning. Teacher assessments were as follows:

1) determine the started problem situation in the guidelines

for students to use their approaches.

2) provide opportunity for students to communicate their

learning.

3) observe or listen to the students’ posing or presentation.

4) set the questions for students to explored their ideas or

reasons.

Step 2: Students’ self-learning.

Figure 1.

Addition (increase) Hitotsumatsu (2005: p. 40).

Open Access

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