1. Progress Report of APEC project: A Collaborative Study on Innovations for Teaching and Learning Mathematics in Different Cultures among the APEC Member Economies Proposed Country ： Thailand Project overseers: Suladda Loipha Maitree Inprasitha, Khon Kaen University. Masami Isoda, Shizumi Shimizu, University of Tsukuba, Japan The project aims to: 1) collaboratively develop innovations on teaching and learning mathematics in different cultures of the APEC member economies 2) develop collaborative framework involving mathematics education among the APEC member economies

2. Phase I, Meetings for collaboration, January 15-20, Tokyo, Japan. ‘ Innovative Teaching Mathematics through Lesson Study ’ focusing on good practice Phase II, Research related to Lesson Study in each economy (Feb.-May). Phase III, International Symposium on research results related to Lesson Study from each economy, Thailand (June 2006). Phase IV, Applying the result to professional development in each economy (after June). Example of Good Practice through Lesson Study For sharing good practices, we use Lesson Study VTR from each economy to initiate fruitful discussion.

3. Phase I. Developing collaborative frame work with Lesson Study 226 Participants from 13 members of economies Australia, Chile, China, Hong Kong, Indonesia, Japan, Korea, Malaysia, Philippines, Singapore, Thailand, USA and Vietnam (alphabetical orders)

4. The Power of Lesson Study for improving qualities of Education in US, by Catherine Lewis An American teacher said; ‘ Before the Lesson Study we talked about multiple intelligence, constructivism and so on, but never talked about each subject matters. In the Lesson Study, we talk about subject matters, why we teach, how we teach and what students learned ’

5. Meet the difference by Kyungmee Park, Korea Traditional Teaching approach in Korea deeply related with Confucian culture. Even if it looks like more lecture style, when comparing with western style, there are Korean meaning of Exploration. On the Korean word of ‘ Exploration ’ activities by students, it is done under the close guidance of teacher.

6. Summary of Phase I We developed the math-educators’ network among economies. We developed the math-educators’ network among economies. We just developed with 13 economies. We just developed with 13 economies. Evaluation by speakers and participants are all positive. Evaluation by speakers and participants are all positive. They have a strong wish to continue. They have a strong wish to continue. Need more participations from other member economies. Need more participations from other member economies. In order to develop a collaborative research network for the implementation of innovation in teaching and learning mathematics; In order to develop a collaborative research network for the implementation of innovation in teaching and learning mathematics; We shared ideas on good practices and a variety of lesson studies for developing good practices in each member of economies. We shared ideas on good practices and a variety of lesson studies for developing good practices in each member of economies. We shared Japanese Lesson Study which is a recommended way of professional development, implemented curriculum level and developing good practices. We shared Japanese Lesson Study which is a recommended way of professional development, implemented curriculum level and developing good practices. We elaborated the study paper format for Thailand session that is useful for professional development. We elaborated the study paper format for Thailand session that is useful for professional development. Present good practices as a result of Lesson Study. Present good practices as a result of Lesson Study. Lesson VTR is necessary for sharing good practices. Lesson VTR is necessary for sharing good practices.

7. Lesson Study is a model of professional development. Originated in Japan and the world movements for improving the quality of education. TIMSS Videotape Study TIMSS Videotape Study “Before it’s too late” in USA “Before it’s too late” in USA A Report to the Nation from the National Commission on Mathematics and Science Teaching for 21st Century Report Report The basic teaching style in American mathematics classrooms remains essentially what it was two generations ago.The basic teaching style in American mathematics classrooms remains essentially what it was two generations ago. Japanese approach is a natural outgrowth of the teaching culture in Japan, which accords teachers not only abundant time for preparation, but also for collaborative lesson planning.Japanese approach is a natural outgrowth of the teaching culture in Japan, which accords teachers not only abundant time for preparation, but also for collaborative lesson planning. Fully 99% of all elementary teachers and 50% of all middle school teachers participate in lesson study groups that meet for two to five hours per week.Fully 99% of all elementary teachers and 50% of all middle school teachers participate in lesson study groups that meet for two to five hours per week. The debilitating professional isolation of U.S. teachers stands in stark contrast to this pattern.The debilitating professional isolation of U.S. teachers stands in stark contrast to this pattern. A core conclusion from the videotape research: “The key to long-term improvement [in teaching] is to figure out how to generate, accumulate, and share professional knowledge.”A core conclusion from the videotape research: “The key to long-term improvement [in teaching] is to figure out how to generate, accumulate, and share professional knowledge.”