Day 1
Open Lesson
I chaired a symposium on Education for Future Change with speakers from Russia, Korea, Vietnam and Thailand. For the lesson study segment, I moderated the presentations from Indonesia and Korea.
Day 2
Overview Lecture by Project Leaders Masami Isoda (Japan) and Maitree Inprasitha (Thailand)
This cycle of the project started in Japan in February 2012.
The focus of this cycle is From Mathematics Education to Emergency Preparedness.
Specialists from different economies presented on Day 2 - SEAMEO RECSAM, The Philippines, Chile, Vietnam, Indonesia, Korea and Thailand. On Day 3, Malaysia, Brunei, Peru and Hong Kong will present.
On Day 1 there was an Open Lesson taught by a Japanese teacher. The post-lesson discussion was chaired by Masami Isoda (Japan) and the panel comprised specialists from Malaysia (Lim Chap Sam), Singapore (Yeap Ban Har) and Australia (Max Stephens).
Cheah Ui Hock (Malaysia) shared an example of using PBL for students to design an evacuation centre. Soledad Ulep and her colleague (The Philippines) shared a example of problem posing based on graphs of P-waves and S-waves during earthquakes.
In the afternoon, Chile, Vietnam, Indonesia, Korea and Thailand shared their cases.
Patsy Wang (USA) chaired the presentations by Arturo Mena (Chile) and Tran Vui (Vietnam). Yeap Ban Har (Singapore) chaired the presentations by Subanar & Fadjar Shadiq (Indonesia), Lee Kwang Ho & Seo Ji Hee (Korea) and Auijit Pattanajak, Maitree Inprasitha & Narumol Inprasitha (Thailand).
In Indonesia's presentation, the speakers gave examples on using contexts to teach mathematics. They used lesson study to implement this initiative to integrate disaster education and mathematics. The examples are for Grade 6 and Grade 10. Data from 2006 Yogyakarta earthquake was used. One of the points of discussion, is the distinction between authentic and pseudo-authentic situations.
In Korea's presentation, the speakers gave a case on mathematical modeling for gifted and talented middle school students. Mathematical modeling was used to bridge the gap between the intention of the gifted programme and the actual implementation. Tsunami situations were used as a basis for the mathematical modeling activity. The lesson study was used to study the types of mathematical modeling processes among gifted and talented students.
In Thailand's presentation, they gave an example of a situation where grade five students were given a scenario-based problem. You are on a beach holiday. There is a radio announcement that there may be a tsunami in 30 minutes. What should you do?
Day 3
Malaysia presented their work done so far. The project includes (1) translation of lesson study on tsunami and earthquake into local languages (2) preparation of reading on natural disasters in respective countries (2) lesson study involving tsunami and earthquake and (4) preparation of an e-textbook based on the materials from different countries. The example from Malaysia is a statistics lesson. The use of earthquake and tsunami data is used for students to develop an understanding of various statistical tools.
Brunei presented an example from Year 5 lesson on rate. The problem situation is about what a boy, Abu, should do when he hear a warning on an impending tsunami. The students were supposed to decide the best route Abu should take to the tsunami shelter / hill.
Peru presented an example on the use of a mathematical model for students to learn about energy transformation in science. They also shared an example that involves students in calculation of speed. The team led by three officers from Ministry of Education Peru shared how they integrate the APEC project with their own national agenda.
Hong Kong wrapped up the presentation by various APEC economies by sharing a series of lessons on mathematical modelling of earthquake for secondary three students. One lesson involves using the time difference between P-waves and S-waves to find out how far we are from the hypocentre and epicentre. Typical speeds of P-waves and S-waves are known. One of the other lessons involves the location of epicentre of an earthquake.
Open Lesson
I chaired a symposium on Education for Future Change with speakers from Russia, Korea, Vietnam and Thailand. For the lesson study segment, I moderated the presentations from Indonesia and Korea.
Day 2
Overview Lecture by Project Leaders Masami Isoda (Japan) and Maitree Inprasitha (Thailand)
 |
| Overview Lecture |
The focus of this cycle is From Mathematics Education to Emergency Preparedness
Specialists from different economies presented on Day 2 - SEAMEO RECSAM, The Philippines, Chile, Vietnam, Indonesia, Korea and Thailand. On Day 3, Malaysia, Brunei, Peru and Hong Kong will present.
On Day 1 there was an Open Lesson taught by a Japanese teacher. The post-lesson discussion was chaired by Masami Isoda (Japan) and the panel comprised specialists from Malaysia (Lim Chap Sam), Singapore (Yeap Ban Har) and Australia (Max Stephens).
 |
| First Panel of Country Presentations |
 |
| Philippines Presentation |
In the afternoon, Chile, Vietnam, Indonesia, Korea and Thailand shared their cases.
Patsy Wang (USA) chaired the presentations by Arturo Mena (Chile) and Tran Vui (Vietnam). Yeap Ban Har (Singapore) chaired the presentations by Subanar & Fadjar Shadiq (Indonesia), Lee Kwang Ho & Seo Ji Hee (Korea) and Auijit Pattanajak, Maitree Inprasitha & Narumol Inprasitha (Thailand).
In Indonesia's presentation, the speakers gave examples on using contexts to teach mathematics. They used lesson study to implement this initiative to integrate disaster education and mathematics. The examples are for Grade 6 and Grade 10. Data from 2006 Yogyakarta earthquake was used. One of the points of discussion, is the distinction between authentic and pseudo-authentic situations.
In Korea's presentation, the speakers gave a case on mathematical modeling for gifted and talented middle school students. Mathematical modeling was used to bridge the gap between the intention of the gifted programme and the actual implementation. Tsunami situations were used as a basis for the mathematical modeling activity. The lesson study was used to study the types of mathematical modeling processes among gifted and talented students.
 |
| Korean Students' Work During Mathematical Modeling of 2004 Indonesian Tsunami |
In Thailand's presentation, they gave an example of a situation where grade five students were given a scenario-based problem. You are on a beach holiday. There is a radio announcement that there may be a tsunami in 30 minutes. What should you do?
 |
| The Panel from Malaysia and Brunei, chaired by Hong Kong |
Malaysia presented their work done so far. The project includes (1) translation of lesson study on tsunami and earthquake into local languages (2) preparation of reading on natural disasters in respective countries (2) lesson study involving tsunami and earthquake and (4) preparation of an e-textbook based on the materials from different countries. The example from Malaysia is a statistics lesson. The use of earthquake and tsunami data is used for students to develop an understanding of various statistical tools.
Brunei presented an example from Year 5 lesson on rate. The problem situation is about what a boy, Abu, should do when he hear a warning on an impending tsunami. The students were supposed to decide the best route Abu should take to the tsunami shelter / hill.
Peru presented an example on the use of a mathematical model for students to learn about energy transformation in science. They also shared an example that involves students in calculation of speed. The team led by three officers from Ministry of Education Peru shared how they integrate the APEC project with their own national agenda.
 |
| Presentations by Hong Kong and Peru, chaired by Russia |
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| Locating the epicentre of an earthquake using mathematics |
Hong Kong wrapped up the presentation by various APEC economies by sharing a series of lessons on mathematical modelling of earthquake for secondary three students. One lesson involves using the time difference between P-waves and S-waves to find out how far we are from the hypocentre and epicentre. Typical speeds of P-waves and S-waves are known. One of the other lessons involves the location of epicentre of an earthquake.
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