การยกระดับคุณภาพชั้นเรียนคณิตศาสตร์ด้วยแนวทางปฏิบัติที่เป็นมาตรฐานในบริบทของโรงเรียนที่ใช้นวัตกรรมการศึกษาชั้นเรียนและวิธีการแบบเปิด

Abstract

This purposes of this research were to investigate The Standardized Mathematics Teaching Practices of Teachers in context of school using Lesson Study and Open Approach and to enhance the quality of mathematics class in the school using Lesson Study and Open Approach. The target groups in this research were the experts, respondents, teachers, lesson study team, and students in the three-school study case. All three schools using the Lesson Study and Open Approach were in Lampang Province. The researcher was treated as a co-learner and observer. Also, the researcher studied the standards of mathematics teachers, then analyzed the standards of mathematics teachers in Southeast Asia from SEAMEO Reginal Centre for Education in Science and Mathematics (SEAMEO RECSAM) along with interviewing the experts, synthesizing the questionnaires, and doing the first fieldwork. These aimed to synthesize The Standardized Mathematics Teaching Practices of the teachers and develop the handout and The Standardized Mathematics Teaching Practices of the teachers’ assessment form to figure out the enhancing level of the quality in mathematics class in the target schools using Lesson Study and Open Approach. The qualitative research was utilized in this study in order to collect the data received from the questionnaire, interview form, remote conference using Zoom Cloud Meeting, assessment form, sound recording, video recording, and photograph. Besides, the collected data were analyzed by using content analysis, protocol analysis, video recording analysis, photograph analysis, and analysis of interview, questionnaire, and assessment. The descriptive analysis was used to show the findings. The results revealed that 1) The Standardized Mathematics Teaching Practices of Teachers in context of school using Lesson Study and Open Approach indicated the standard dimensions relating to the four- standard dimensions of SEAMEO Reginal Centre for Education in Science and Mathematics (SEAMEO RECSAM). The data gaining from the fieldwork found that the schools using Lesson Study and Open Approach found emerging one more standard dimension which was the use of the classroom as a study area to develop teacher professional resulting in students’ development. 2) the consequence of the quality enhancement in mathematics class of the case study schools illustrated in the conclusion of lesson learned cooperating in each teaching practice. It was found that the teachers together with the lesson study team adjusted and developed each of the teaching practices continuously through using the assessment form as a tool supporting the revision of the lesson study. This result was related to the standards of mathematics teacher professional development presented in five standard dimensions as follows; 1) the Professional Knowledge and its Standards and Indicators of the teachers were from their studiousness and personal professional development in the cooperation with the lesson study team to study the preparation of learning management. It was based on the understanding of students’ learning styles and the nature of mathematics. 2) the Professional Teaching and Learning Process and its Standards and Indicators were from planning and designing of learning activities which the teachers and the lesson study team helped figure out the subject contents and design the situational problems together. The open approach with the mathematics textbook focusing on the problem-solving process was used to teach the students. 3) the Personal and Professional Attributes and its Standards and Indicators were from the ethical and professional teachers. Obviously, the teachers accepted the opinion from both lesson study team and students and gave the chances to the students to learn by themselves freely and equally under the teachers’ prepared communication. 4) Professional Communities and its Standards and Indicators were because by the teachers’ participation in the Professional Community and then they applied to use in their classes. Finally, 5) the Use of the Classroom as a Study Area to Develop Teacher Professional Resulting in Students’ Development found that the teachers used their classrooms as areas to study, do research, and collaborate causing originating the teacher professional development process emphasizing the importance of the classroom development in the real context.