by: María Alejandra Chacón Fonseca

Carolina Hernández Chávez

INTRODUCTIONThe Education has been for the Costa Ricans the pride and

the wealth of the town, on which has been forged its idiosyncrasy. Through it the country has been able to reach standards of satisfactory and settle down the basis for the human and economic development that the country shows today.

Nevertheless, as Nation, we have recognized the necessity to rejuvenate our Educational System. This necessity has been apparent for numerous carried out diagnoses that show that students dislike mathematics lessons and the results on the tests are not good enough.

In our efforts to capture the bases to rejuvenate the Educational System, we are planning to implement the mathematical problem solving approach.

Lack of motivation

Teachers don’t have time to acquire the Knowledge.

Curriculumis structered

inisolated form

.

Teachers lack the knowledge and skills to implement mathematical problem solving approach successfully.

Teachers may not be familiar with the theory that supports cognitive strategy instruction and cognitive instructional procedures.

The contents in mathematics are not taught in integrated form (geometry- algebra- arithmetic)

Lack of training

Lack of knowledge on the topic

It is not compulsory

Lack of spaces to reflect

Lack of time

A lot of motivation

Teachers have time to acquire the

Knowledge.

Curriculumis structured in Integrated

form

.

Teachers have the knowledge and skills to implement mathematical problem solving approach successfully.

Teachers may be familiar with the theory that supports cognitive strategy instruction and cognitive instructional procedures.

The contents in mathematics are taught in integrated form (geometry- algebra- arithmetic)

In service teacher training

Knowledge on the topic

It is compulsory

Spaces to reflect

Time to reflect

A lot of motivation

Teachers have time to acquire the

Knowledge.

Curriculumis structured in Integrated

form

.

Teachers have the knowledge and skills to implement mathematical problem solving approach successfully.

Teachers may be familiar with the research that supports cognitive strategy instruction and cognitive instructional procedures.

The contents in mathematics are taught in integrated form (geometry- algebra- arithmetic)

In service teacher training

Knowledge on the topic

It is compulsory

Spaces to reflect

Time to reflect

Project Title ： Implementing Lesson Study and Problem Solving Approach in the Educational System in Costa Rica.

Period ： From November 2008 to November 2009

Project Site: MEP and Sistema Educativo Saint Claire

Target Group: Elementary School Mathematics Teachers

Overall Goal: Teachers have the knowledge and skills to implement mathematical problem solving approach successfully.

Project Purpose: Teachers become familiar with the theory that supports problem solving approach.instructional procedures.

For Output 1: Providing time to prepare the lesson.

Implementation of an specific schedule during the school time. Providing adequate resources to prepare the lesson. Verification and evaluation of the process.

For Output 2: Motivating teachers to participate in training service.

Organization of workshops during school time.Providing incentivesImplementing a CEDUCAR network communinity among teachers from all the country.

For Output 3: Providing spaces to reflect.

Using monthly meetings to adapt the lesson study approach. Implementing a CEDUCAR (network) community among teachers from all the country.

Plan of Operation

Activity Year 2008 Year 2009

Responsible Person

Month N D J F M A M J J A S O

Output 1Providing time to prepare the lesson.

1.1 Implementation of an specific schedule during school time. 1.1.1 During special lesson teachers are free (religion, music, art, english, physical education and computer = 7 lessons/40 minutes each one)

MEPSaint Claire

1.2 Providing adequate resources.1.2.1 Internet access and updated bibliography.

MEPSaint Claire

1.3 Verification and evaluation of the process.1.3.1 Coordination with the principals, advisors and supervisors to follow up teachers´ achievements.

MEPSaint Claire

Activity Year 2008 Year 2009

Respon-sible Person

Month N D J F M A M J J A S O

Output 2Motivating teachers to participate in training service.

2.1. Organization of workshops during school time.2.1.1 Coordination with the Instituto de Desarrollo Profesional Uladislao Gámez Solano (Professional Development Department)

MEPSaint Claire

2.2 Providing incentives2.2.1 Coordination with the Instituto de Desarrollo Profesional Uladislao Gámez Solano (Professional Development Department) in order to accredit the workshops.

MEPSaint Claire

2.3. Implementing a network communinity among teachers from all the country.2.3.1 Coordination with the ICT Department in order to open a community in the CEDUCAR Portal

MEPSaint Claire

Activity Year 2008 Year 2009

Respon-sible Person

Month N D J F M A M J J A S O

Output 3Providing spaces to reflect.

3.1 Using monthly meetings to adapt the lesson study approach. 3.1.1 Coordination with the principals and supervisors

MEPSaint Claire

3.2 Implementing a network community among teachers from all the country.3.2.1Coordination with the ICT Department in order to open a community in the CEDUCAR Portal

MEPSaint Claire

ConclusionThe major problem that we have in our

Educational System is that we do not have unified teachers´guide, students´ textbooks or workbooks to work during the lessons. Due to teachers are free to use the textbooks that they prefer, the approaches to teach mathematics diverge from institution to institution.

Our purpose is to prepare teachers, principals and advisors with the Problem Solving Approach, so in a near future we will be able to design textbooks based on this approach.

References• Dr. Kazuo Haga, Professor, University of Tsukuba, Yukiiri-Fureainosato Park.• Professor Isoda Masami, University of Tsukuba, Mathematic Education• Professor Tsubota Kozo, Attached Elementary School of University of Tsukuba• Mr. Izumi Otaka, Professor, University of Tsukuba, Science Education.• PISA 2006, Science Competency for Tomorrow, Vol. 1

• Professor Morita, Science Department, University of Tsukuba, affiliated elementary school.

• Professor Shiraiwa, Science Department, University of Tsukuba, affiliated elementary school.

• Professor Sumi, Science Department, University of Tsukuba, affiliated elementary school.

• Professor Tsuyuki, Science Department, University of Tsukuba, affiliated elementary school.

• Professor Hideki Taji, Tsukuba City Municipal Takezono Higashi Junior High school• Monobusho, Internet Source. Science Curriculum• Mr. Yasushi Ogura, National Institute for Educational Policy Research

– http://www.nier.go.jp/ogura/• CRICED, Universtiy of Tsukuba, Tsukuba City• Dr. Maitree Inprasitha, University of Thailand.