Teachers’ Interpretation of Mathematics Textbook by Using Lesson Study and Open Approach
This study used an ethnographic approach in the context of teacher professional development based on lesson study and open approach. The mathematics textbook focusing on problem solving for elementary school of the first grade was used in the study. This study aimed to analyzing the teachers’ interpretation of mathematics textbook by using lesson study and open approach. Data collection from lesson study team of the first grade students from Kookhampittayasan School, Khon Kaen Province, academic year 2560, which is a prototype school in teacher development project with lesson study and open approach. From the academic year 2006 to the present. In the unit of learning is addition and subtraction. This research focuses on content analysis. The results showed that lesson study team analyze the real-worlds as a problem in their textbooks, making students highly engaged in learning and students have the tools that learn before to solve problems, and the hidden hassles in textbook are important to the students’ learning. In addition, lesson study and open approach in the teachers’ interpretation of mathematics textbook. Teachers have developed themselves to work together to better understand the textbook than to sit alone, including continuous and consistent experienced use of lesson study and open approach, there were influenced for interpretations of mathematics textbooks that will help students learn meaningfully.
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