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The purpose of this study was to investigate how preservice teachers learn to teach in order to develop geometrical thinking through the professional development innovated by lesson study and open approach. The target group was students and a lesson study team of a fourth-grade classroom in Chiang Mai which is innovated by lesson study and open approach. Research data were collected through the cycle of lesson study and analyzed along with lesson plans, classroom video-taped recordings, classroom scenarios and photographs of student’s written work. Discourse analysis through protocols with video analysis was used to analyze the data from interviewing and classroom teaching protocols. The results revealed that teacher professional development innovated by lesson study and open approach helps preservice teachers to be able to develop the process for learning how to teach to develop students’ geometrical thinking in cognitive processes through integrating specific content knowledge, knowledge of content and teaching, and knowledge of content and student as a way of thinking. It also helps them develop students’ geometrical thinking in socialization processes through lesson study as a professional learning community. The process of learning how to teach emerged among the community while engaging in each activity in lesson study, including studying mathematics textbooks, seeking for learning content, designing tasks, lesson planning, facilitating classroom discourses, classroom teaching, classroom observing, assessment and post-teaching reflection. These processes help students to develop geometrical thinking in aspects of reasoning, construction and visualization continually.
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