The winter season is on, with without snow, Baba lad members had a different way of starting 2010 after ending 2009 with a `Bonenkai `party. This time the members together with members from Prof. Iwasaki lab had brave the cold weather in order to attend an International Workshop of Mathematics Education at the
The renown international presenters where Prof. Nerida. F. Ellerton and Prof M.A. (Ken) Clemets a couple from
All the papers were interesting and inspiring to the participants as they offered opportunity for members to think deeper and differently. Prof Ellerton and Prof.Clements from USA presented two papers entitled The 5-R Model for Improving Pre-Service Teachers` Competence and Confidence in mathematics and another Hidden Weakness Inherent in `Apparently Excellent ` Lesson Plans for Mathematics Classes. While noting that, all the papers presented during the entire period were interesting, I would like to reflect on paper entitled co- presented the Professors from USA entitled Hidden Weakness Inherent in `Apparently Excellent ` Lesson Plans for Mathematics Classes. In their paper whose aim was to make the participants reflect on the proposition that the new territory in Mathematics education hides dangers. They argued that associated with all so –called `progress` are hidden dangers and it often takes many years for such to be indentified, neutralized or worked upon to advantage.
Their presentation showed the historical development of mathematics from the 12 centaury to date. Related to Japanese history of Mathematics education, the lesson study which seemed to them to be a perfect example was worth analyzing and the following questions were raised for the researchers to seriously reflect on as a way of indentifying hidden dangers;
1.Has there been much research on the effectiveness of Lesson Study in which randomized trials have been used and if so has this research generated data that can be satisfactorily analysed, so that strong generalisation can be reached?
2.Is there much Cognitive emptying in Japanese mathematics classroom? At which levels, and how do you know?
3.To what extent did Japan participate in New Math? Did
4.How did Japanese education authorities react to the findings that many Japanese schoolchildren did not like mathematics? What happened on this matter during the first decade of the twenty-first century?
5.Can you think of any (hidden) weaknesses associated with the wide-scale application of Lesson Study that time and experience are now revealing?
This is indeed a challenge for all of us to think deeper and differently.
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