http://math-info.criced.tsukuba.ac.jp/
Emergence of Digital Textbook:
Why we need it?
ISODA, Masami
Director, APEC Lesson Study Project
Center for Research in Educational Development
University of Tsukuba
Affiliated Member of SEAMEO and Three Novel Prized Professors
Educational Software: Math. on Projector, Edited b
M. Isoda. Awarded by Minister of Education 2005
Awarded Most Beautiful Book of the Year 2009
In the Area of Natural Science
What is technology here!
Even if the tablet
change, human
activities have the
similarity.
Euclid is using the
tablet and
compass, isn’t it?
Why Japanese do not use ICT
in Education?
Electrical
trade
Security
Transportation
Education
Do not misunderstand the
education. Please do not
recognize a school
teacher as an ICT trainer
only for education.
Health care
Environment,
Energy
Offices, labour
Public
administration
Office
administration
Japan
Country placed for 1st place
How should we understand ICT?
 ICT is the base for Knowledge Based Society.
 Tools for ICT have to revise it for new generations within at
most ten years.
 The cost is usually getting cheaper within a few years.
 Developed countries already spend huge cost for revision
 Developing countries do not need to spend it if they select
clever selection.
 Innovation of ICT promotes the devices, which aims to
become closer to the interface of human beings. We do not
need to teach how to use.
ICT is hidden in the normal human activity as a part. Users could not know it
because it is a kind of air in the world. Innovation with ICT is possible for
users who well know what is the world and how they would like to change.
For understanding the world, knowing what if is important. For innovation of
the world, imaging what if not is the key.
The Status of ICT Education in
Asia
Now, India developed 35USD tablet PC. Only necessary is
electricity and internet line.
We should focus on developing the literacy and the basic skills for
developing knowledge and thinking critically.
What is necessary skill?
What is the difference?
A
b
c
A
b
c
What is necessary
for statistics?
Selecting the graph
and change the
color?
Why you spend the
time for that
instead of teaching
statistics???
Look at the histogram of the following two distributions.
Meletiou, M., and Lee, C. (2003),
AA
16 16
B B
14 14
10 10
10 10
Frequency
Frequency 8 8
Frequency
Frequency 8
8
6 6
6
6
4 4
4
4
2 2
2
2
0
0
2 2
4 4 6 6
Scores
Scores
8
8 10 10
カanswerテゴリ
14 14
12 12
0 0
頻度
16 16
12 12
0 0
Isoda, Orlando(to appear)
0
小
中
高
C1: Select A
No reason
3
(3.0)
8
(8.1)
1
(1.5)
11
(17.0)
2
(2.6)
5
(6.4)
C2: Select A
With Reason
31
24
25
(31.3) (36.9) (32.0)
C0．No
0 2
2 4 4 6 6 8
Scores
Scores
8 10 10
 Which of the two distributions you think
has more variability?
What is variability?
 Why do you think this?
A
variability
range
6
A<B
10
Standard deviation
1.796
A<B
2.352
(50％) Interquartile
range
3
A<B
4
B
C3: Select B
With
inappropriate reason
16
(16.2)
3
(4.6)
7
(9.0)
C4
Select B
With
Appropriate reason
41
26
39
(41.4) (40.0) (50.0)
Meletiou, M., and Lee, C. (2003), Isoda and Orlando(to apper)
Consider the following group of histograms and a summary statistics. Each
of the variables (1 – 6) corresponds to one of the statistics. Please, match
each of the variables with one graph.
mean
median
Standard
deviation
A
50
50
10
B
50
50
15
C
53
50
10
D
53
50
20
E
47
50
10
F
50
50
5
5.1％ of elementary school teachers, 6.2 % of junior high School
teachers and 7.7% of high school teachers gave the correct answer.
Statistical Literacy
Iddo Gal(2004)
 Statistical literacy refers broadly to two interrelated
components, primarily (a) people’s ability to interpret
and critically evaluate statistical information, datarelated arguments, or stochastic phenomena, which
they may encounter in diverse contexts, and when
relevant (b) their ability to discuss or communicate
their reactions to such statistical information, such as
their understanding of the meaning of the information,
their opinions about the implications of this
information, or their concerns regarding the
acceptability of given conclusions.
What is lesson study community?
In Japan, products of lesson study are
shared through the books and Journals of
lesson study. Their PCK is integrated and
unified as teachers’ theories for teaching
mathematics..
Participating
Teachers
Theories of
Education
Lesson
study
Teacher
Children
Subject M.
Theory of
Mathematics
Good Practices on Lesson Study:
Without Professional Development
ホンジュラス・ラパスの事前調査
Without lesson
study, Teachers do
not learn from
their teaching
experience.
Teacher educators
must prepare
appropriate
experience.
Various Challenges in the world
lesson study movement.
ホンジュラスPROMETAMによる教師の学力改善
How teacher
changed by
textbooks with
guidebooks
by Open A.
Through the self-evaluation each other
in whole school LS
The power of School Level Lesson Study
Approach for improvement of the quality
of whole education through mathematics
Figure 5.図１．地域平均からみた大曾根小学校の
Ozone Elementary School’s Academic Abilities Compared to the Regional
Average
図2.
Figure地域平均と大曽根小学校学力比較
6. Ozone Elementary School’s Academic Abilities Compared to the Regional
Average
学力
6 Graders
６年生
th
Year before
Implementation
実施前年
5 Graders
５年生
th
1st Year
1年目
4 Graders
４年生
th
6th Grade
Mathematic
2nd Year
2年目
6th Grade
Japanese
+5
before
+0
2nd year
6th Grade 4
Subjects
5th Grade
Mathematics
5th Grade
Japanese
-5
5th Grade 4
Subjects
-10
数学的な考え方問題群(100点換算)における平均の差
Difference from average
in mathematical thinking problem set (converted to 100
points)
Numerical数値は地域平均点とのポイント差
values are point differences from regional average points
Through the self-evaluation each
other in whole school LS
Through understanding the Prob. Sol. Approach:
 Promised Approach if whole teachers challenge
Achieved
Problem Posing
Not Achieved
Achieved
できている
Independent Solving
Instruction
自力解決の指導
Start Time
Start Time
開始時
After 1.5 Years
After 1.5 Years
30
70
86
1.5年後
0%
Achieved
できている
Comparison and
比較検討の指導
Not Achieved
できていない
Start Time
16
開始時
20%
40%
60%
80%
40%
100%
60%
Achieved
できている
80%
Not Achieved
できていない
91
0%
20%
100%
68
After 1.5
Years
1.5年後
21
14
32
開始時
79
1.5年後
0%
Start Time
84
After 1.5 Years
20%
Summary
まとめの指導
Discussion
Not Achieved
できていない
40%
Figure 7. Improvements in Teacher Instruction as Measured with the Lesson Planning Checklist
9
60%
80%
100%
Improvement of Children's
Achievements through the 2
years
+6.
+4.
Improvement
in Grade A to
学年Aの成長
6th grade
+2.
+.
-2.
-4.
-6.
Year before
実施前年
Implementation
1st 1年目
Year
2年目
2nd
Year
Improvement in
学年Bの成長
Grade B to 5th
grade
Improvement in
学年Cの成長
Grade C to 4th
grade
Difference with
Regional Average for Problems in
Mathematical Thinking
Importance of the Textbook
We have the data to show better ways of lesson study.
‘Lesson Study using
Fraction Resource Kit
developed by Japanese
Mathematics textbook in
English, shows significant
difference when it is
compared with the results
of Lesson Study activities
without specific subject or
ordinary lecture style
teacher training.
We can improve teachers
content knowledge if we
support their learning with
good resource kit.’
By Catherine Lewis (2011)
 Textbook
and
teachers
are keys.
 Object and
content
are keys.
Four phases for
teaching approach:
 Problem Posing :
what we learned
before.
 Independent
Solving: Patients,
representation
 Comparison and
Discussion:
Knowing and
developing ideas
 Summary and
Integration:
Value, Leaning
how to
Textbook for Problem Solving
Approach(GakkoTosho)
Powered
by dbook
Please complete the blackboard plan
Why we have to compare?
Task is given by teacher
How much
Area?
Various Solutions and Comparison
<Fill in 2 >
<Fill in 4 >
Let ‘s
use!
<Fill in 7>
<Fill in 3 >
<Fill in 1 >
Problem/atic is posed from
children, if possible
Why we need problematic?
<Fill in 5 >
<Fill in 6>
<Fill in
8>
Resume the result of comparison
and selection based on generality
Are You Sure? from the Academics
The countries in East Asia that have Nobel prize winners are only Japan,
China and Taiwan. In the case of Fields prize “Nobel prize in
mathematics”, only Japan and Vietnam obtained winners in Asia.
The quality of academic research in Japan led the world during the 20 th
century.
1: Do not let the introduction of digital textbook affect the actual amount
of time on experiments and observations
2: Focus on learning scientific facts rather than just watching pictures and
images.
3: Do not reduce the time of constructing diagrams and/or calculating done
by students themselves with paper and pencils due to the use of digital
textbook
4: Afford the opportunities that students take notes to record the classes.
5: Do not concentrate heavily on exercises with filling blanks and choosing
the right options.
6: Encourage the exchange of thoughts among students.
7: Do not concentrate much to prepare a beautiful presentation in class
sessions and do not discourage to grow the skills of writing
8: Continue improving the individual teaching skills as well as teaching
materials.
9: Use ordinary paper based textbooks along with digital textbooks for the
time being and adopt paper based textbooks for administering evaluation.
Problem Solving A. is:
In Japan, 7,000 teachers
Collaborative
participated on Feb. 18-19.
Children centered
Constrictive
....
Aimed and preferred for:
Developing children who
learn mathematics for/by
themselves.
Developing Mathematical
Thinking
Teaching how to develop
mathematics.
Teaching values of
mathematics
As well as developing knowledge and
skills
Freeware “dbook Pro” for e-textbook
The biggest feature of digital textbooks made from “dbook
Pro” is that they look the same to the paper based textbooks.
Therefore, they can be utilized in the same way of using paper
based textbooks, when some digital functions are not required.
•Using it as blackboard by highlighting the
particular parts of text or writing in blank page,
•Reading textbook together in a class while showing
the particular parts in the screen,
•Showing the contents attached to digital textbooks,
such as pictures, movies and computer simulations,
•Showing other information by linking to the web
contents to digital textbooks, and
•Renewing any information attached to digital
textbooks when required.