AME - SMS Conference 2012

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Parallel Lectures

Parallel Lectures - Primary
	Parallel Lecture I (PL 1) Prof Keiko Hino Utsunomiya University, Japan Title: Mathematics lessons stimulating reflective learning: Japanese perspective. Click here for the abstract
	Parallel Lecture II (PL 2) Mr Barry Kissane Murdoch University, Australia Title: Reflections of a reflective teacher. Click here for the abstract
	Parallel Lecture III (PL 3) Prof A.A. Limjap De La Salle University, Philippines Title: Mathematics learning episodes that promote reflective thinking among elementary pupils. Click here for the abstract
	Parallel Lecture 4 (PL 4) Prof Kim Beswick University of Tasmania, Australia Title: Nurturing reflective learners of rational number concepts: The role of teacher beliefs. Click here for the abstract
	Parallel Lecture 5 (PL 5) Prof Lim Chap Sam Universiti Sains Malaysia, Malaysia Title: Reflecting on Excellent Teachers’ values of effective mathematics lessons: What can we learn? Click here for the abstract
	Parallel Lecture 6 (PL 6) Prof Maitree Inprasitha UKhon Kaen University, Thailand Title: Nurturing reflective learners through problem solving classroom Click here for the abstract
Parallel Lectures – Secondary / Junior College
	Parallel Lecture 7 (PL 7) Prof Yap Von Bing National University of Singapore, Singapore Title: Using summary statistics to learn probability Click here for the abstract
	Parallel Lecture 8 (PL 8) Prof Peter Pang National University of Singapore, Singapore Title: Mathematical modeling in epidemiology Click here for the abstract
	Parallel Lecture 9 (PL 9) Dr Marian Kemp Murdoch University, Australia Title: Making mathematics meaningful through reflective learning Click here for the abstract
	Parallel Lecture 10 (PL 10) Prof Kwon OhNam Seoul National University, Korea Title: A framework for interpreting inquiry-oriented teaching Click here for the abstract
	Parallel Lecture 11 (PL 11) Dr Yeap Ban Har Marshall Cavendish Institute and Pathlight School, Singapore Title: Strategies to incorporate reflection in the mathematics classroom Click here for the abstract
	Parallel Lecture 12 (PL 12) Prof Toh Tin Lam National Institute of Education, Singapore Title: Mathematics competition in daily mathematics classrooms Click here for the abstract
	Parallel Lecture 13 (PL 13) Prof Tomas Zdrahal Palacky University, Czech Republic Title: Axiom of choice as the mean for the support of reflective learners Click here for the abstract
	Parallel Lecture 14 (PL 14) Prof Wong Khoon Yoong National Institute of Education, Singapore Title: Does metacognitive reflection matter for secondary and JC mathematics students? Click here for the abstract
	Parallel Lecture 15 (PL 15) Dr Hang Kim Hoo NUS High School, Singapore Title: Task design & analysis, problem posing & mathematical metacognition: How can these be integrated to deepen learning in mathematics? Click here for the abstract
	Parallel Lecture 16 (Pl 16) Prof Masataka Koyama, Hiroshima University, Japan. Title: Looking into students’ process of understanding mathematics for nurturing reflective learners: An analysis of the 8th grade lesson on “stellar polygon” in a Japanese lower secondary school Click here for the abstract

Prof Keiko Hino
Utsunomiya University, Japan

Title: Mathematics lessons stimulating reflective learning: Japanese perspective

Abstract

In Japan, aiming at fostering abilities for independent learners, we have been emphasizing the process of solving problems and the process of reflecting thinking and learning in mathematics lessons. Japanese lesson pattern, i.e., Reviewing the previous lesson, Presenting the problem for the day, Students working individually or in groups, Discussing solution methods, and Highlighting and summarizing the major points (Stigler, J. W & Hiebert, J., 1999, The Teaching Gap, The Free Press) constitutes a baseline. In this lecture, after a brief introduction of mathematics education in Japan, I will show several practice-based research and lesson studies and examine important aspects of classroom activities for the purpose of reflective thinking and learning.