Abstract:
This research was under context of professional development for mathematics teacher by using
the innovation of lesson study and open approach project implemented by the Center for Research
in Mathematics Education, Faculty of Education, Khon Kaen University, during 2009-2011 academic
years. The objective of this research was to study the development of mathematical knowledge
for teaching of teacher from working based on 3 steps of the lesson study cycle that incorporated
4 phases of open approach. The target groups were a lesson study team in a project school.
Data were collected from 3 steps of lesson study and analysis procedures were based on analyzing
videos, protocols, and descriptive analysis. The research found that the teachers obtained development
as follows: 1) during the step of collaboratively design research lesson, they discussed and
shared knowledge in the mathematical textbooks of project, discussion in objective of the lesson
and construction of open-ended problem situation, anticipation for students’ thinking, and specification
of issues for discussion in classroom; 2) in the step of teaching and collaboratively observing
the research lesson, they obtained knowledge for teaching by presenting the open-ended
problem situation, the occurred difficulty of students’ problem solving, the students’ thinking approach
in problem solving, the association of approach in each learning unit, the sequencing of
thinking, and the extension of students’ incomplete thinking approach; and 3) during the step of
collaboratively reflection on teaching practice, teachers obtained knowledge by reflecting the
students’ goal accomplishment, the students’ learning process, the students’ thinking approach,
the efficiency of media, and the experts’ recommendations.
