Lesson Study for All Economies: Our continuing challenges for improvement of education Australia, Brunei, China, Chile, Hong Kong, Indonesia, Japan, Korea, Peru, Philippines, Malaysia, Mexico, Singapore, Chinese Taipei, Thailand, USA, Viet Nam (17 economies specialists) Lesson Study Continues Development 2006: Good Practice (Pilot) 2007:Mathematical Thinking 2008-2009: Communication NSW,Au. 2010: Assessments 2009 Chinese Taipei English

For improvement of the Quality of Education Lesson Study for Implementing Curriculum: Developing Innovative Assessment Problem: 1 Jan. 2010 - 31 Dec. 2010 (Since 2006) How do curriculum, lesson and assessments relate? How can we improve the relations? Proposed Economy: Thailand and Japan (Self-funded) Priority Area: Math. and Science For improvement of the Quality of Education

The Problematic on Curriculum Implementation: Several disjunctions If we consider the backward approach, what will happen? Curriculum developers shows their intention/object through the test problems. Intended/ Planned Curriculum Depending on lower Achievements, curriculum developers select easier math. The project focuses on Backward approach! Teachers do not know the curriculum Curriculum Implementation! Plan → Do → See → Plan → Do → Sharing the heart of the curriculum through the improvements of the assessments problems. Implemented/Taught Curriculum Achieved/　Attained Curriculum Examiners do not know the curriculum and what students learned. Teachers learn the intended curriculum from Assessment problems

Innovative Problems What is the object of this problem? Which way does this bus move? Analyzing the given situation and comparing it with our experience. Necessary competency for living. But what Compe.?

For evaluating the attitude and mathematical thinking A Problem for 12 years old students What is good for you to study Positive and Negative Numbers? A Problem for 15 years old students Pose the mathematics problem with this picture?

For Evaluating the competency for Argumentation A Format of Japanese Assessment problem Problem: Please read the following italic text and then, answer the question 1) &2). Given a Problem on Math Approach A by Maitree Approach B by Masami Approach C by Akihiko Which answer do you prefer? Why?

For Producing (Thailand) Project Framework; Advantages of the LS project. Self fund 100,000USD from Japan and Thailand Connecting with other APEC Projects from the view point of lesson study APEC Community Project Meeting For Planning (Japan) For Producing (Thailand) in Each Economy Products Textbook Videos Knowledge Bank Specialists Group of Teachers Group of Teachers Group of Teachers Group of Teachers

Procedure of the Project 2010 Sharing innovative Assessment problems for lesson study Tentative: February, 18-21 2010 Each economy challenged to engaging in Lesson Study using innovative assessments problems: Developing videos for KB. 2 Each Economy 1 Japan as a host Each economy shared the results of Lesson Study Tentative: September 12-14, 2010 3 Upload the videos and encourage to use videos in each economies 4 Thailand as a host Each Economy

under All APEC economies. Lesson Study for All Economies: Our continuing challenges for improvement of education We will challenges the improvement of teaching from the innovative assessments problems. under All APEC economies.

Proposed Project Japan: Planning meeting 18-21 Feb, 2010 Thailand: M&S Conference in Samui 7-14 March, 2010 Japan: EARCOME 18-22 August, 2010 Thailand: 12-14 September, 2010

Proposed Project Japan: Planning meeting 18-21 Feb, 2010 Thailand: M&S Conference in Samui 7-14 March, 2010 Japan: EARCOME 18-22 August, 2010 Thailand: 12-14 September, 2010

If you select Omlet on B, How many? At the Restraint If you select Omlet on B, How many?

Framework of curriculum assessment test English Translation of Curriculum Standards in Mathematics 2000 version http://e-archives.criced.tsukuba.ac.jp/en/result_data.php?idx_key=1824 1999 version http://e-archives.criced.tsukuba.ac.jp/en/result_data.php?idx_key=1656 Junior Secondary School Mathematics To deepen students’ understanding of basic concepts and principles about such subjects as quantities and geometric figures, and to have students acquire mathematical skills of representing and processing, and to improve their capabilities to investigate phenomena mathematically, and at the same time, to have students know the enjoyment of mathematical activities, the merits of mathematical ways of observing and thinking and to foster attitudes of applying the ideas willingly. Evaluation Standards on the Evaluation Format. The interest, the will, and the attitude to mathematics:関心・意欲・態度 Mathematical ways of looking and Mathematical Thinking:見方・考方 Mathematical Representation and Process:表現・処理 Knowledge and Understanding:知識・理解 Curriculum and Evaluation standards applies all evaluation formats.