Development of Knowledge Management Plans based on LESSON STUDY APPROACH focusing on Mathematical Process Skill Assist. Prof. Keujit Chimtim This research was a study for developing Mathematical Knowledge

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Nov 6, 2013 (3 years and 11 months ago)

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Title: A Research Report titled
Development of Knowledge Management


Plans based on LESSON STUDY APPROACH focusing on


Mathematical Process



Skill

Researchers:
Assist. Prof.
Keujit

Chimtim






ABSTRACT

This research was a study for developing Mathematical Knowledge
Management Plans based on LESSON STUDY APPROACH for using on
Mathematical Process Skill. The objectives of this study were: 1) to develop
Knowledge Management Pl
ans with the emphasis on Mathematical Process Skill titled
“Equation”

for Pratomsuksa 6 Students (Unit F), Khon Kaen Demonstration School
(Education), Primary School Level, and 2) to9 study learning achievement titled
“Equation” so that 70% of to
tal numbe
r of st
udents passing criterion of 60%. The
target group
of this study
included

41 Pratomsuksa 6 Students
, group 1, Khon Kaen
Demonstration School

(Education, Primary School Level, during the first semester of
2006 school year and 45 students during the f
irst semester of 2007 school year.

There were 3 k
inds of
instrument including: 1) Mathematical Knowledge
Management Plans titled “Equation”

based on LESSON STUDY APPROACH, a
periods each plan (50 minutes each period), 2) The instrument using for reflecti
ng the
findings including: 2.1) The Observation Record Form of Knowledge Management
using for recording many occurred incidents by the researcher while performing
learning activities

in each Knowledge Management Plan as information for revising
the Knowle
dge Management Plans, and 2.2) The Behavioral Observation Form of
teachers’ Knowledge Management using for recording

many occurred incidents by the
researcher while the teachers and students were participating in learning activities in
each Knowledge Mana
gement Plan as the information

for improving The Knowledge
Management by the researcher using for interviewing the students’ opinion and feeling
on learning activities, and the worksheet of small group activities using for thinking to
solve problems const
ructed by the researcher so that the group working process would
occur. The students would discuss, ask, express their ideas in small group

in order to
present for their class, and 3) The instrument for evaluating efficiency of Knowledge
Management incl
uding learning achievement tiled “Equation” of Pratomsuksa 6.

For data collection, the research team implemented as follows: 1) Attending
for developing Mathematical Knowledge Management based on LESSON STUDY
APPROACH
, 2) organizing conference of Math
ematics Learning Substance
Teachers for selecting problems together to conduct research, analyzing the learning
substance and defining the learning objectives covering learning substance, and
planning for managing the learning unit

in order to develop the
Knowledge
Management
Plans
, 3) organizing the conference for Mathematics Learning
Subst
ance in order to consider The K
nowledge Management Plans

for conducting
research which was the improvement of total Knowledge Management Plans as well as
providing cor
rect instructional media using in Knowledge Management Plans and
constructing the instrument for collecting
information in each plan. The Knowledge
Management Plans were tried out and data were collected
, and 4) organizing the
conference of Mathematical L
earning Substance for reflecting the results in using
Knowledge Management Plans

in the classroom. The information from reflecting the
results in each Knowledge Management Plan for revising The Knowledge
Management
Plans
and instructional media in order t
o obtain complete and appropriate
ones for using in the next school year.

Conclusions of Findings

1.

For development of Mathematical Knowledge Management Plans based on

LESSON STUDY APPROACH focusing on Mathematical Process Skill titled
“Equation” of Prato
msuksa 6 Students, consisted of 5 stages of learning activity
management as follows:


Stage 1: Defining the Problem


The research team discussed the occurred problems in Knowledge
Management of Mathematics Learning Substance Group, found that the equation

was

new learning substance for students. As a result,

they were confused

in writing the
problem question equation and demonstrating how to solve equation. Consequently,
they lacked of confidence, reasoning in group, presenting information, and discussio
n.


Stage 2: Planning the Lesson

The researcher
studied curriculum of Mathematical Learning Substance Group,
Knowle3dge Management Model based on LESSON STUDY APPROACH of
Mathematical Process Skill, and planned with the co
-
researchers to develop 10
Kno
wledge Management
Plan
s

as well as scheduling the date for revising the plans

before trying out.

Stage 3: Teaching the Lesson

The lesson plans were tried out with target group by the researcher while the
co
-
researcher were recording the results of teachin
g in each stage of Knowledge
Management Plans

as well as providing suggestions for revising the recent plans in
order to improve them for the next time. The teachers had to evaluate the findings of
teaching every time as the information for revising Knowl
edge Management Plans
together with the researcher.

Stage 4: Evaluating and Reflecting the Effect

The researcher and co
-
researchers
participated in conference for reflecting the
findings of Knowledge Management after
trying out the plans with target gr
oup, found
that:

1)

Mathematical Process Skill Aspect:

Each Knowledge Management Plan, learning activities were organized for

developing Mathematical Process Skill based on authentic situation including problem
solving skill, reasoning skill,
Mathematical co
mmunication and presentation skills, and
associating skill. All were Mathematical Process Skills occurring in every Knowledge
Management Plan
. For creativity skill, it was the process skill which would happen
only in some plans.

2)

Learning Activities
:

In

learning activity management in each Knowledge Management Plan,

Mathematical problem situations would be provided for students in each group to plan
for solving problem by using their Mathematical Process skill.

3)

Students’ Role
:

In learning activity manag
ement in each Knowledge Management Plan, the

students discovered knowledge and constructed body of knowledge by themselves by
analyzing situation,
brainstorming for discussing the reasons, concluding the concepts,
presenting, and gaining group working ski
ll.

4)

Teachers’ Role
:

In learning activity management in each Knowledge Management Plan, they

encouraged their students
for discovering knowledge by themselves by developing the
questions, providing advice while they were participating in activities, additi
onal
discussion in the students’ presented issues.


Stage 5:
Revising the Lesson: The researcher improved Knowledge
Management Plans regarding to the difficulty of situations, the number of question
items in each activities, the number of activities in

each lesson plan to be relevant to
the duration of time.

2.

For the students’ learning achievement, found that 95.12% of students


passing criterion as 60% points of full scores.

3.

The students showed their desirable characteristics including group

working sk
ill, problem solving with reasons, calculating skill, reasoning skill,
associating skill, creativity, presenting skill, expressing, self confidence, and
responsibility for
them
sel
ves

and
their
group.