1. ACTION PLAN MEXICO Improving Teaching Methods in Mathematics
and Sciences in Primary Education
Lorena Trejo Guerrero

2. INTRODUCTION
Mathematics is a very important of the study program worldwide since it is essential for the education of a person. In the same way, mathematics is considerer as a method to develop creative reasoning in an individual. It is also the foundation for the integration of a person in a world each time more technician.
Considering mathematics as strong foundation of education, the educational system of the countries should guarantee the learning of the complete study program. In order to do this, periodic evaluations of educational progress are made. Many countries review and modify their study program on a regular basis in such a way that the education offered will be of high quality. Despite the reforms, students dot not reach a good level of education. It is then necessary to make a more detailed review in other aspects of the curriculum, like for instance, the formation of teachers, the methodology teachers use to teach, etc…
Most of the important developed was star of solving problems, each country have different necessities, for example the numbers was developed for ancestral time, all the cultures have a system to count although no alls count the same way.

3. Project Outline
Project Title： Improving Teaching Methods in Mathematics and Sciences in Primary Education
Period：august 28 to October 11 of 2008
Project Site: CRICED Tsukuba University.
Target Group: Implement the Japanese Lesson Study in Mexico
Overall Goal: Implement the Japanese Lesson Study in Hidalgo, Mexico.
Project Purpose: Teachers will learn about Japanese Lesson Study
Outputs:
(1) Workshop, to show the Japanese lesson study.
(2) Analyze in group the video about Japanese lesson study
(3) conduct workshop to analyze together the teaching experiences.

4. 1. Problem Analysis
Why the students of Elementary School can’t solve problems of mathematics by them selves?

5. Problem Tree The students can solve problems by themselves
The teachers can
teach with the
problem solving
The teachers can
give opportunities to
his/her students to express
his opinions
The teachers can
teach math
in active form
The teachers can use
teaching materials other
than the text book
The students can express
his/her explanation about the
process to solve by themselves
and promote new problems
The teachers can
analyze together the
teaching experiences
The teachers can
innovate they skills
to design strategies
to teach
Teachers can consult
some additionally
Materials before to
Make a lesson plan
The teachers have
skills to integrate the
student’s opinions.

6. Plan of Operations Activity Year 2008 Year 2009 Respon-sible Person
Budget
Month N D J F M A S O
Output 1: The teachers can use materials other than the text book
1-1The teachers need know the characteristics of Japanese Lesson study
1-2 The teacher can teach math in active form.
Output 2: The teachers can teach math in active form
2-1 The teachers can learnt of Mr. Tsubota’s Video how improve the skills to teach math in the class room
2.2 The teachers can analyze together the teaching experiences

7. Plan of Operations Activity Year 2008 Year 2009 Respon-sible Person
Budget
Month N D J F M A S O
Output 3: The teachers can give opportunities to his/her students to express his opinions.
3-1 The students can express his/her explanation about the process to solve by themselves and promote new problems
3.2 The teachers have skills to integrate the student’s opinions.
Output 4: The teachers can implement in his/her class room the Japanese Lesson Study

8. The students can’t solve The teachers can’t teach with
Problem Tree
The students can’t solve
problems by
themselves.
Core Problem
The teachers can’t teach with
a problem solving
Direct Causes
The teachers can’t
give opportunities
to his/her students
To express his
opinions
The teachers very
often use the text
book as aim as not a
medium to teach math
Most teachers teach
the math in
mechanic form
Causes
Most teachers not
have opportunities
to analyze their
teaching experiences.
The teachers
don’t consult the
materials before to
make a lesson plan
Causes
The teachers lack
skills to integrate
the student’s
opinions.

9. From Problem Tree to Objectives Tree
The students can solve
problems by themselves.
Core Objective
The teachers can teach with
a problem solving
Direct Means
The teachers can use
Teaching methods
other than text book
The teachers can teach
math in
active form
The teachers can
give opportunities
to his/her students
To express his
opinions
Means
Most teachers
have opportunities
to analyze their
teaching experiences.
The teachers
consult the
materials before to
make a lesson plan
The teachers have
skills to integrate
the student’s
opinions.
Means

10. Determine the Scope of the Project
The students can solve
problems by themselves.
Project Purpose
The teachers can teach with
a problem solving
The teachers can use
Teaching methods
other than text book
The teachers can
teach math in
active form
The teachers can
give opportunities
to his/her
students
to express his
opinions
Outputs
The teachers
consult the
materials before to
make a lesson plan
The teachers
have opportunities
to analyze their
teaching experiences.
Activities
The teachers have
skills to integrate
the student’s
opinions.

11. Process of the Lesson Study: - Lesson Plan - Presentation - Discussion
JAPANEE LESSON STUDY
Process of the Lesson Study:
- Lesson Plan
- Presentation
- Discussion
We are very interested with the four steps of teaching methods in problem solving:
- Understanding problem
- Solving problem
- Finding problems with each other by reflections
Mathematical activities and
- Summarizing and presentations by teachers and pupils

12. Analyze the Japanese Lesson Study
2. Objectives Analysis
Analyze the Japanese Lesson Study

13. We have learn from Prof. Tsubota how to develop teaching strategies:
Prof. Tsubota is Japanese famous math teacher such as: - The use of open ended approach is unique in Japan as they
modify the original approach - This approach have been found very effective and it is widely
used not only in Japan but around the world.
With he learn:
The importance of the class plan
The motivation is very important to develop the class.
The students level of understanding must be considered
Reasons why the teacher must know this
Why the procedures are very important

14. CHARACTERISTICS OF PROBLEM SOLVING
Promote solving problems by themselves
- Promote the discussion in smalls groups
- Open discussion with all the group
- The problems must be related to daily life
- Communication between teachers and students is important
- Problem representation is important.
- To promote the importance of adequate concrete materials in the class room.
We have learned from Prof. Yukuta Ohara other methods of how to teach mathematics, for example the origami technical to teach geometry and the use of games in mathematics.

15. HOW TO ANALYZE OUR PRACTICE
We can see the class training and learn that is very important to listen to teachers opinions to improve the teaching strategies.
We can learn from our mistakes.
We have discussion about the problem solving approach through teaching methods in Math and Science which focus on communication.
We have learned from Prof. Seiyama, the new techniques of teaching mathematics in Japan:
- Find the problem
- Keep open communication
- Allow students to express himself/herself
using his own words.

16. Thank you!
Arigato!
Muchas Gracias!