EARCOME6 Program

6th East Asia Regional Conference on Mathematics Education (EARCOME 6)
17-22 March 2013, Phuket, Thailand

The 6th East Asia Regional Conference on Mathematics Education

Conference Program

1


TABLE OF CONTENTS

MESSAGE FROM THE CHAIR OF INTERNATIONAL
PROGRAM COMMITTEES ———— 1

COMMITTEES ———— 3

CONFERENCE INFORMATION ———— 5

CONFERENCE VENUE ———— 6

SCIENTIFIC PROGRAM ———— 7

POSTER PRESENTATION ———— 34

WORKSHOP INFORMATION ———— 38

TRAVEL TO THE CONFERENCE VENUE ———— 40

EXCURSION PROGRAM ———— 42

2


MESSAGE FROM THE CHAIR OF
INTERNATIONAL PROGRAM COMMITTEES

EARCOME is the name given to the ICMI-East Asia Regional Conferences in
Mathematics Education.
EARCOME has a long history dating back to 1978. At that time it was known as
the Southeast Asian Conference on Mathematics Education (SEACME). These
conferences began in Manila and were held at three-year intervals until 1999.
EARCOME-1, held in 1998 in Korea, was independent of these series, but
EARCOME-2 came together with SEACME-9 in Singapore in 2002. The EARCOME
series replaced the SEACME series thereafter.
SEACME EARCOME
1991 Bejing, China
1 1978 Manila, the Philippines 1st ICMI-China Regional Conference
on Mathematics Education
2 1981 Kuala Lumpur, Malaysia
1994 Shanghai, China
3 1984 Haad Yai, Thailand
2nd ICMI-East Asian conference
4 1987 Singapore
1 1998 Korea
5 1990 Brunei ICMI-East Asian Regional
Conference on Mathematics
6 1993 Surabaya, Indonesia
Education
7 1996 Hanoi, Vietnam (ICMI-EARCOME)
8 1999 Manila, the Philippines
2* 2002 Singapore (2nd EARCOME)
9* 2002 Singapore
3 2005 China (3rd EARCOME)

In 2002, Singapore hosted 4 2007 Malaysia (4th EARCOME)
EARCOME combined with SEACME. 5 2010 Japan (5th EARCOME)
“Merging the two series”
6 2013 Thailand (6th EARCOME)

Thailand has been chosen to host EARCOME 6, and the previous ICMI
president, Dr. Bill Barton, will be the liaison for the associated CANP project, which
aims to enhance mathematics education at all levels in developing countries.
Participants, not only from East Asian countries but also from countries around
the world, are welcome to attend and there exists the opportunity for a greater
involvement by those counties that make up the Greater Mekong Sub-Region. With
the impending integration of the ASEAN Economic Community (AEC) due in three
years time, it is particularly significant that EARCOME-6 creates the opportunity to
stimulate awareness and present opportunities for those countries that have not
previously participated in the TIMSS or the PISA.
The structure of the conference including Plenary Speaker, Regular Lecture,
Short Oral Presentation, Poster Presentation, Workshops, Open class for Thai
Lesson Study. It is really a worldwide international event for researchers,
mathematics educators, school teachers, policy makers and other scholars to share
their knowledge among each other.

1


The venue will be held at Phuket, the largest island in Thailand, located in the
Andaman Sea. As Phuket is a popular holiday destination, it offers a wide range of
accommodation that is sure to meet the requirements of all our participants. The
climate of Thailand is hot and humid in summer, and the temperature averages 33
degrees during the day and 24 degrees at night. Air conditioning will be available for
all indoor activities.
I am very pleased that Thailand is to be the host for this conference and that
we have the opportunity to welcome participants from every countries. I look forward
to seeing you in Phuket and I am sure that your participation will contribute to the
success of EARCOME 6.
Maitree Inprasitha (The chair of International Program Committees)
By Mathematical Association of Thailand and Centre of Excellence in
Mathematics
Sponsors:
 The Institute for the Promotion of Teaching Science and Technology (IPST),
Thailand
 Centre of Excellence in Mathematics (CEM)
 Center for Research in Mathematics Education (CRME), Khon Kaen University
 CASIO & SIAM-MACO MARKETING CO., LTD.

2


COMMITTEEs

INTERNATIONAL PROGRAM COMMITTEES (IPC)
Maitree Inprasitha (Thailand), Chair of IPC

Zhang Yingbo (China), Jiansheng Bao (China), Frederick K. S. Leung (Hong Kong),
Marsigit (Indonesia), Shizumi Shimizu (Japan), Yoshinori Shimizu (Japan), Hee-Chan
Lew (Korea), Kyungmee Park (Korea), Lim Chap Sam (Malaysia), Catherine P. Vistro
-Yu (Philippines), Berinderjeet Kaur (Singapore), Yeap Ban Har (Singapore),
Yongwimon Lenbury (Thailand), Tran Vui (Viet Nam)

LOCAL ORGANIZING COMMITTEES (LOC)
Maitree Inprasitha, Chair of LOC

Anchalee Tananone, Anake Sudejamnong, Alisara Chomchue, Arkom Wangmuang,
Auijit Pattanajak, Bunyisa Saelo, Jensamut Saengpun, Jinda Sawattawee,
Kasem Premprayoon, Kiat Sangaroon, Narumol Inprasitha, Narumon Changsri,
Nisara Suthisung, Payao Intasuwan, Paweena Prawing, Prasit Thongjaem, Puwadon
Butrat, Pun Tongchumnum Patcharin Panjaburee, Rachada Chaovasetthakul,
Rattana Wetprasit, Sampan Thinwiangthong, Sman Foosang, Somkuan Srichompoo,
Surapol Naowarat, Suwarnnee Plianram, Tatiyaporn Jarumaneerat, Tipparat Noparit,
Wadcharawadee Limsakul, Utith Inprasit, Wichai Chumni, Wanchitra Towanlong,
Wannapong Triampo, Wachira Wichuwaranan, Wasukree Jaijan, Wisit Thanyawan,
Wipaporn Suttiamporn, Yanin Kongthip, Yupadee Panarach

ADVISORY BOARDS
Peter Sullivan (Australia), Max Stephens (Australia), Fou-Lai Lin (Taiwan), Chan
Roath (Cambodia), Shiqi Li (China), Masami Isoda (Japan), Tadao Nakahara (Japan),
Oh Nam Kwon (Korea), Ui Hock Cheah (Malaysia), Rachit Wattanasin (Thailand)

LIST OF REVIEWERS
Auxencia Limjap (Philippines), Jaguthsing Dindyal (Singapore), Ui-Hock Cheah
(Malaysia) Yingkang Wu (China), Fumi Ginshima (Japan), Cheng Chun Chor Litwin
(Hong Kong), Krongthong Khairiree (Thailand), Cheong –Soo Cho (Korea), Kor Liew
Kee (Malaysia), Parames Laosinchai (Thailand), Eizo Nagasaki (Japan), Matthias
Ludwig (German), Lee Ngan Hoe (Singapore), Peter Sullivan (Australia), Kyungmee
Park (Korea), Yunpeng MA (China), Alan Bishop (Australia), Shin Watanabe (Japan),
Ivan Vysotsky (Russia), Seah Wee Tiong (Australia), Chew Cheng Meng (Malaysia)

ORGANIZER
Center for Research in Mathematics Education, Faculty of Education
Khon Kaen University

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CO-ORGANIZERS
The Mathematical Association of Thailand under the Patronage
of His Majesty the King
Prince of Songkla University, Phuket Campus
Centre of Excellence in Mathematics
Office of the Higher Education Commission
The Institute for the Promotion of Teaching Science and Technology

STAFF
Graduate Students from Mathematics Education Program, Faculty of Education,

Staffs from Prince of Songkla University, Phuket Campus, Phuket

SPONSORS
International Commission on Mathematical Instruction (ICMI)

CASIO

SUKEN

4


CONFERENCE INFORMATION
CONFERENCE SECRETARIAT
Center for Research in Mathematics Education
Phone: +66-43-203165
Fax: +66-43-203165
E-mail: earcome6@kku.ac.th

CONFERENCE VENUE
Prince of Songkla University,
Phuket Campus, Phuket, Thailand
Address: 80 Moo 1, Vichitsongkram Rd, Kathu, Phuket 83120

CONFERENCE THEME
Innovations and Exemplary Practices in Mathematics Education

OFFICIAL LANGUAGE
The official language of the conference is English.

REGISTRATION
Registration for the Conference will be at the following time slots:
Date: March 17, 2013 March 18, 2013 March 19-22, 2013

Time: 0.00 p.m. – 4.30 p.m. 8.00 a.m.-8.45 a.m. 8.30 a.m.-9.00 a.m.
10.00 a.m.-4.00 p.m.

Location: 1st floor at Central Academic and Laboratory Facility (Building 6)

Upon registration, you will receive your conference materials and a name badge
which should be worn at all times during the conference sessions.

Important note: We will provide baggage room at room 6104, Central Academic
and Laboratory Facility (Building 6) on March 18, 2013 from 8.30 a.m. to 4.30 p.m.
and March 22, 2013 from 8.30 a.m. to 0.30 p.m.

CONTACT PERSON

+66 895718065
Secretariat team : +66 892793733
earcome6@kku.ac.th

INTERNET SERVICE

Wi-Fi will be provided around the conference venue by showing the conference
staffs your ID card number or passport number.

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CONFERENCE VENUE

1. Department of Computer Engineering and Faculty of
Technology and Environment
2. Faculty of Hospitality and Tourism and PSU Lodge Hotel
3. Faculty of International Studies
4. Sport Complex
5. Library and Learning Center
6. Classroom Building and Laboratory
7. Office of the President and ACM-ICPC Asia Phuket
Regional Programming Contest 2011
8. Canteen 1
9. Canteen 2
10. Student Dormitories
11. Student Dormitories
12. Front Gate
13. Side Gate
14. Baan Maksong Hotel

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SCIENTIFIC PROGRAM

PROGRAM FOR DAY 1 MARCH 18 th, 2013

PROGRAM Overview

8:30 - 8:45 a.m. Registration Building 6
8:45 - 10:00 a.m. Opening Ceremony Anupas
Phuketkarn
Room

10:00 - 10:30 a.m. Coffee Break Building 3

10:00 - 10:30 a.m. Press Conference Building 7 Meeting Room 2 Floor 3
10:30 – 12:00 a.m. Plenary Lecture I Anupas
Phenomenal Mathematics as A Source of Phuketkarn
Pedagogic Strategies for Learning from E-Screens Room
John Mason (England)

12:00 - 1:30 p.m. Lunch Building 3
1:30 – 2:00 p.m. Lesson Study (Lecture) Building 6
Shimizu Shizumi (Japan) 6303
Masami Isoda (Japan) 6307
Akihiko Takahashi (USA) 6310
Ban Har Yeap (Singapore) 6314
2:00 – 2:30 p.m. Coffee Break Building 3
2:30 - 4:00 p.m. Lesson Study (Open Class and Reflection ) Building 5
Grade 1 5202A
Ban Har Yeap (Singapore)
Grade 4 5302A
Masami Isoda (Japan)
Grade 7 5304A
Shizumi Shimizu (Japan)
Grade 10 5305A
Akihiko Takahashi (USA)
6:00 - 9:00 p.m. Welcome Dinner

7



PROGRAM Overview

8:30 - 9:00 a.m. Registration Building 6

9:00 - 10:30 a.m. Plenary Lecture II Anupas
Innovations and Exemplary Practices in Phuketkarn
Teacher Education Program Room
Maitree Inprasitha (Thailand)

10:30 - 11:00 a.m. Coffee Break

11:00 - 12:00 a.m. Regular Lectures I Building 6
12:00 - 1:30 p.m. Lunch Building 3

1:30 - 3:00 p.m. Workshops Building 6
3:00 - 3:30 p.m. Coffee break Building 3
3:30 - 5:00 p.m. Topic Study Groups Building 6
5:00 - 6:00 p.m. IPC Meeting Building 7 Meeting Room 2 Floor 3

8


REGULAR LECTURES I MARCH 19th, 11:00-12:00 A.M.

Title
Room
Presentation(s)/ Affiliation
Reflections on The Role of History of Mathematics in 6208
Mathematical Education and in the Preparation of School
Teachers
Bernard R. Hodgson (Canada)
Towards Exemplary Practices in Curriculum Development: 6302
Lessons Learned from Developing a New K- 12 Mathematics
Curriculum
Catherine P. Vistro-Yu (Philippines)
Knowledge for Teaching Primary Mathematics: From Teacher’s 6304
Knowledge for Pedagogical Practices
Yeo Kai Kow Joseph (Singapore)

How is Algebra Taught Around of The World? 6308
Frederick K.S. Leung (Hong Kong)

Uncovering the Label "East Asia" in the Discussions of 6309
International Comparative Studies in Mathematics
Yoshinori Shimizu (Japan)

Designing Problem Sequence for Learning Unit on the 6311
Framework of the Conceptual and Procedural Knowledge for
Extending Mathematics
Masami Isoda (Japan)

WORKSHOPS MARCH 19TH, 1:30-3:00

Title
Room
Textbook for Teacher Education: Using Textbook to 6302
Plan Lessons
Ban Har Yeap (Singapore)

Using Origami to Engage Students with Mathematics 6304
Patsy Wang-Iverson (USA) and Michael Kleine (Germany)

A Tablet-based Application for Supporting Effective Lesson 6308
Study
Akihiko Takahashi and Team (USA)
Scientific Calculator 6309
Barry Kissane and Marian Kemp (Australia)

Reasoning Reasonably in Mathematics 6311
John Mason (England)

9


Topic Study Groups MARCH 19th, 3:30-5:00 P.M.

TSG 1: Innovations and Exemplary Classroom Practices

Title
Presentation(s)/ Affiliation Room Chair

Mathematical Inquiry Teaching
Ting Sun
Use of Non-Counting Strategies to Solve Addition
Tasks by Students in Their First Year of School: A
Teaching Experiment
Andrea Dineen & Robert (Bob) Wright

Instructional Design for Intervention in Simple
Arithmetic
David Ellemor-Collins, Robert (Bob) Wright & Sinead Auxencia
McEvoy 6108 Limjap
(Philippines)
The Teaching Strategies of Promoting Students'
Understanding in Geometric Proof-the Perspective of
Developing Chinese Localized Mathematics
Education
Wang Xiong, Zuo Xiuhua & Lu Chen
Using Writing as an Instructional Tool in Teaching the
First Year Engineering Mathematics Course: A Pilot
Study
Betsy Lee Guat Poh & Lim Chap Sam

Analyzing Teachers' Questioning in the Sequence of
Mathematics Lessons: A Comparison between Ger-
man and Japanese Classrooms
Yuka Koizumi

Perfecting Percentage: In The Context of Singapore
Mathematics Classroom Ui-Hock
Natila Abu Bakar, Ng Chor Kheng & 6109 Cheah
Seema Kriti Vora (Malaysia)

Teaching and Learning the Concept of Equivalent
Fractions through Concrete-Pictorial-Abstract Ap-
proach: A Singapore Experience
Suo Hui, Chang, Ngan Hoe, Lee &
Phong Lee, Koay

10




Title

Using Error Analysis in Primary Mathematics to
Inform Classroom Practices
Ronél Paulsen Ui-Hock
The Nature of Classroom Discourse and Its Role in 6109 Cheah
Students’ Development of Semiotic Activity in (Malaysia)
Mathematics Classroom Taught by Open Approach
Jensamut Saengpun

11



TSG 2: Innovations and Exemplary Practices for Assessment

Title

The Relationship of Co-curriculum Participation and
Basic Mathematics Skill of Lower Secondary At-Risk
Students
Azimah Bt. Md Dahlan & Kim Teng Siang
Enhance Feedback and The Learning of Mathematics
in A Grade 10 Classroom in Singapore
Shaun Ng Kwee Bee & Berinderjeet Kaur

What Can We Still Learn from TIMSS? Data and Items
from TIMSS 2011 Yingkang Wu
Patsy Wang-Iverson, Fumi Ginshima & 6110
(China)
Stephen Provasnik

One Investigation on The Mathematics Cognition
Level of Chinese Middle School Students
Chao Zhou

Assessment Practices in East Asian Mathematics
Classrooms in the 2000s
Zhu Yan

12



TSG 3: Innovations and Exemplary Practices for ICT

Title

Mathematical Modeling in Restricted a Condition of
ICT: Using Lego Jointly with Handheld Technology
Matsuzaki Akio & Ide Shizuka

Abstraction Processes in Learning Geometry Using
GSP
Farida Nurhasanah, Jozua Sabandar &
Yaya S. Kusumah

Create Diversified Situation in Mathematics Teaching Cheong –Soo
by Flash Technology 6111 Cho
Xiu Xiu Xu (Korea)
Development of a Learning Module of Selected Topics
in Differential Calculus using MATLAB
Ferlisa B. Lavador

Discontinuities in The Transition from Secondary
School to University: Technology and Assessment
Marian Kemp & Barry Kissane

13



TSG 4: Innovations and Exemplary Practices for Curriculum Development

Title

Development from Empirical to Deductive Reasoning
in the Learning of Inclusion Relations Between
Geometric Figures
Masakazu Okazaki

Tribal Classroom-Creating Opportunities to Learn
Mathematics for Indigenous Students Lee Ngan Hoe
6112
Ru-Fen Yao (Korea)

Factors Affecting Learners’ Performance in the
Mathematics Gifted Program of ST. Paul College, High
School Department School Year 2006-2007
Mary Jane A. Castilla

14



TSG 5: Innovations and Exemplary Practices for Teacher Education and
Development

Title

Translating Mathematics Efficacy
Gabriel Matney, Yupadee Panarach &
Jack Jackson
Mapping and Analysis of Mathematics and Science
Teacher’s Competency in East Flores
Maria Agustina Kleden, Yaya S. Kusumah &
Jozua Sabandar

A Survey on Van Hiele Geometric Thinking Levels of
Yoshinori
Chinese Mathematics Teachers
6113 Shimizu
Chao Zhou & Hongyan Guan
(Japan)
An Analysis of Elementary Teachers’ Specialized
Content Knowledge (SCK) for the Word Problems of
Fraction Division
Young-Ran Kang, Jin-Hwan Kim &
Cheong-Soo Cho
The Task of Designing Tasks for Teacher
Education and Development
Leicha A. Bragg & Cynthia Nicol

A Case Study of High School Mathematics Teachers’
Pedagogical Content Knowledge
Di Liu

Fostering Teacher Competencies in Incorporating
Mathematical Modeling in Singapore Primary
Mathematics Classrooms
Ng Kit Ee Dawn, Chan Chun Ming Eric,
Wanty Widjaja & Cynthia Seto
Kyungmee
Indonesian Primary School Teachers’ Challenge in
6302 Park
Learning RME’S Teaching Approach
(Korea)
Rooselyna Ekawati & Fou-Lai Lin

The Nature of Subject Matter Content Knowledge of
Prospective Mathematics Teachers in Sri Lanka
G. M. Wadanambi & F. K. S. Leung
A Comparative Study of the Efficacy between the
Clinical Supervision and Lesson Study Approach for
Teaching Practicum
Teh Kim Hong

15



TSG 6: Innovations and Exemplary Practices for Mathematics and Life Long Learning

Title

Working Groups to Enhance the Teaching of
Mathematics
Jane Friedman, Lynn Mcgrath, Perla Myers,
Jack Pope & Lukasz Pruski

Simple Ideas in Mathematics that have Outstanding
Applications-Motivations to Life Long Learning-Morse Alan J. Bishop
Code and Bar Codes (Australia)/
Sethu Madhava Rao Gaddam Shin
6304 Watanabe
Mathematical Problem-Solving Skills of Street (Japan)/
Vendors from Selected Ethnic Groups: A Case Study Ivan Vysotsky
Paulino T. Acebes, Jr. & Auxencia A. Limjap (Russia)

The Reason of No Learning Mathematics on Life Long
Education in Japan
Shin Watanabe

16



TSG 7: Innovations and Exemplary Practices for Affective and Emotional Aspects of
Mathematics Learning

Title

Research on Mathematics Anxiety of Korean
Secondary School Students
Eun-Suk Lee & Cheong-Soo Cho

Factors Influencing Year 9 Mathematic Students’
Engagement with CAS Calculators
Claudia Orellana & Tasos Barkatsas
Seah Wee
6308 Tiong
Mathematical Problem Solving Beliefs of Primary (Australia)
Pre-Service Teachers: A Preliminary Investigation
Jong Cherng Meei

Students’ Mathematical Belief in the Context of
Lesson Study and Open Approach
Jongjit Moongkerd, Narumol Inprasitha & Narumon
Changsri

17



PROGRAM Overview

8:30 - 9:00 a.m. Registation Building 6

9.00 - 10.30 a.m. Plenary Lecture III Anupas
Innovation and Exemplary Practices in Phuketkarn
Mathematics Curriculum in China Mainland Room
Jianpan Wang (China)

10.30 -11.00 a.m. Coffee Break Building 3

11.00 -12.00 a.m. Poster Presentations Building 6
09.00 -12.00 a.m. CASIO SEMINAR Building 7 Meeting Room 3

12.00 – 1.30 p.m. Lunch (Building 3) & Exhibitions (Building 6)

1.30 – 4.30 p.m. Excursion Tour

18


PROGRAM FOR DAY 4 MARCH 21 st, 2013

PROGRAM Overview


9.00 - 10.30 a.m. Plenary Lecture IV Anupas
Infusing Problem Solving into Mathematics phuketkarn
Content Course in Prospective Teacher Room
Education
Toh Tin Lam (Singapore)
10.30 - 11.00 a.m. Announcement EARCOME 7

11.00 - 12.00 a.m. Regular Lectures II Building 6
12.00 - 1.30 p.m. Lunch

1.30 - 3.30 p.m. Topic Study Groups Building 6

3.30 - 4.00 p.m. Coffee Break

4.00 – 6.00 p.m. Topic Study Groups Building 6

19


REGULAR LECTURES II MARCH 21st, 11:00-12:00 A.M.

Title
Room
Preparing Mathematics Teachers for Innovative Change in 6208
Teaching Practices via Lesson Study
Lim Chap Sam (Malaysia)

Mathematician View on Identity and Purpose of Secondary 6302
School Mathematics Curriculum: Report from a National Survey
in China
Jiansheng Bao (China)

Story-Telling Mathematics Textbook :Its Development, Impact, 6304
and Prospects
Oh Nam Kwon (Korea)

Adapting and Implementing Lesson Study: Focusing on 6308
Designing Task in Lesson Study
Toshiakira Fujii (Japan)

Two Types of Reflective Thinking on the Emergent Chain of 6309
Mathematical Communication
Hideyo Emori (Japan)

Nurturing Active and Reflective Learners of 6311
Mathematics – Some Insights from the EPMT Project
Berinderjeet Kaur (Singapore)

20


Topic Study Groups MARCH 21st, 1:30-3:30 P.M.


Title

Effective Mathematics Lesson from the Eyes of
Primary Pupils
Tan Saw Fen & Lim Chap Sam

Student’s Difficulties in Concept Formation of Fig-
ures: A Case of Early Primary Level in Metro Manila, Jaguthsing
Republic of the Philippines 6108 Dindyal
Mitsue Arai (Singapore)

Types of Questions that Cause Context-dependency
in Function between Mathematics and Science
Masato Kosaka

Instructional Method for Developing Students'
Mathematical Creativity
Noboru Saito, Miyo Akita & Maitree Inprasitha

Teacher Factors in the Use Of Open-Ended Tasks
Foo Kum Fong, Low Leng, Lye Wai Leng, Loh Jia Perng &
Pang Yen Ping
Jaguthsing
On Upper Primary Students Understanding of the 6108 Dindyal
Concept of Fractions (Singapore)
Syazwani Rasid, Akmal Nasir, Cheong Tau Han &
Parmjit Singh

Working Lesson Study Principles in a Developing
Country to Engage Teachers and Students in
Participative Learning
Yuriko Yamamoto Baldin & Luciano Carrijo Neto

21




Title

Exploring Algebraic Functions through Geometrical
Transformations
Khan Aun Tan & Ui Hock Cheah

Weaving Reflection into Enhance Problem-solving in a
Mathematics Classroom
Kai Fai Ho & Preston Tan

Proofs without Words: From History to the Classroom
Gang Peng

An Assessment of Primary 4 Pupils’ Comprehension Auxencie
of Mathematical Word Problems 6109 Limjap
Nurul Akmal Nasir, Nor Syazwani Rasid, (Philippines)
Cheong Tau Han & Parmjit Singh

Enhancing Students’ Mathematical Creative Thinking
Ability through Cognitive Conflict Strategy in
Problem-based Learning (PBL)
Yaya S. Kusumah & Dasa Ismaimuza

Design of Problem Solving Lesson and Teacher's
Assistance: Based on Refining and Elaborating
Mathematical Activities
Tatsuya Mizoguchi

22




Title

Empirical Investigation of High School Students
Solving Mathematics Multiple-Choice Questions
MA Wen-Jie

The Study on Mathematical Communication
Competence and Its Assessment in China:
The Preliminary Findings
Shen Dan

The Practicality of Adopting On-Line Assessment in
Measuring Students’ Mathematical Achievement: Seen Fumi
Through a Teacher’s Lens 6110 Ginshima
S. Kanageswari d/o Suppiah Shanmugam & (Japan)
Leong Chee Kin

Analysis and Assessment of Symbol Sense
Jiang Huihui

To Improve Classroom Teaching Through Feedback
Collected From Large-Scale Assessment System
King Man Leung

23




Title

Web-Based System for After-Class Learning in
College Mathematics via Computer Algebra System
Kentaro Yoshitomi, Mitsuru Kawazoe &
Tetsuya Takahashi

The Application of Analytic Hierarchy Process (AHP)
in Test Scores Design
Jiang Huihui

An Innovative Classroom Experience using Casio
Classpad 330 to Engage Students of a Technical
High-School in the Learning of Functions
Yuriko Yamamoto Baldin &
Luiz Alfredo Dealis Bilhéo
Parames
Laosinchai
(Thailand)/
The Reinvention of Derivative Concept through 6111
Cheong –Soo
Mathematical Modeling on Geogebra Cho
Hyang-Im Kang & Hee-Chan Lew (Korea)

The Effects of Qualitative Approach of Function
Graphs Using CBR on Learners’ Function Concept
Sang-Hyun Ahn & Cheong-Soo Cho

Designing a Scenario of Learning Mathematics on
Television (TV)
Ratu Ilma Indra Putri

The Beauty of Online Discussion Forum in
Mathematics Education
Zhao Xuying & Sharon Tan

24



TSG 4: Innovations and Exemplary Practices for Curriculum Development

Title

A Design Research Approach towards the
Development of Curricular Materials: The Case of
Modeling Ratio and Proportions
Ui Hock Cheah

Algebraic Symbolism as a Conceptual Barrier in
Learning Mathematics Lee Ngan
Albrecht Heeffer 6302 Hoe
(Korea)
An Analysis of Characteristics of Word Problems in
Elementary School from a Mathematical Modeling
Perspective
Mai Hirabayashi

25



Development

Title

Improving Teaching Practices through Group
Activities with Problem Posing
Mitsunori Imaoka, Kazuya Kageyama &
Hideaki Kida
Task Design: Supporting Teachers to Create Rich
Tasks Independently
Libby Knott, Jo Olson, Anne Adams & Rob Ely

Implement and Sustain Lesson Study from
Mathematics Teachers’ Perspective
Chiew Chin Mon, Goh Seok Inn & Kim Teng Siang

Do Teachers Change Their Practices through Lesson
Study Process? Max Stephens
Kalaivani Shanmugam, Chap Sam Lim & 6112
(Australia)
Shafia Abdul Rahman
Knowledge Competency of Hong Kong and South
Korean Prospective Teachers on Teaching Proofs and
Proving Tasks for the Constant Π: A Comparative
Perspective
Issic K C Leung, Hee-Chan Lew & Seo-Young Jeong
The Study of Secondary School Mathematics
Teachers’ Understanding on Mathematical Skills and
Processes and Implementing in the Classroom
Rungfa Janjaruporn
Which Aspects of Prospective Mathematics Teaches’
Teaching Knowledge and Skill Need to be Improved:
From the Perspective of Experienced High School
Teachers
Jing Cheng & Jiansheng Bao

26



Development

Title

Enhancing Pre-Service Secondary Teachers'
Geometer's Sketchpad Activities for Teaching
Mathematics through Lesson Study
Chew Cheng Meng, Lim Chap Sam, Wun Thiam Yew &
Lim Hooi Lian
Deepening Teachers’ Understanding of Content and
Students’ Thinking: A Case Study of Japanese Lesson
Study in Australian Primary Classrooms
Wanty Widjaja & Colleen Vale
Collaborative Creation of Lesson Framework and Its
Impact on Teachers’ Professional Development
Keiko Hino & Tomohiko Makino
Leicha Bragg
6113
Problem Solving Heuristics: A Compilation of (Australia)
Different Action Researches
Mangulabnan, Pauline Anne Therese M And Others
Teacher’s Mathematical Knowledge for Problem
Solving Approach
Anake Sudejamnong
Enhancing Pre-Service Teachers’ Content Knowledge
of Mathematics
Anna Rogers, Brendan Bentley & Mohan Chinnappan
Promoting Reflective Thinking of Undergraduate
Mathematics Education Students: Classroom Action
Research
Natcha Kamol

27




Title

Teachers’ Promotion of Students’ Metacognition in
Mathematical Modeling Lessons
Lee Ngan Hoe, Lee Yun Yun Grace & Koo Ching Ching

Characterizing the Pedagogical Flow of Mathematics
Lessons in Some Malaysian Primary Schools
Chia Hui Min & Lim Chap Sam

Indigenous Knowledge in Teaching Mathematics:
Some Innovative Strategies in Classroom Instruction
Luckson Muganyizi Kaino

Ui-Hock
Mathematical Tasks Preferred by Australian and 6108 Cheah
Chinese Primary Students and Their Underlying (Malaysia)
Values
Wee Tiong Seah & Tasos Barkatsas

Multiple Intelligences and Math Anxiety Profiles of
Students in A Bridging Program: Determinants of
Effective Teaching Strategies to Improve Math
Achievement
Maxima J. Acelajado

Teaching Experiments in Constructing the Limit of a
Sequence
Pham Sy Nam & Max Stephens

28




Title

The Role of Test Language on Students’ Mathematics
Achievement
S. Kanageswari D/O Suppiah Shanmugam

The Impact of Attention on Assessment
Sergiy Klymchuk & Cheng Chun Chor Litwin

Implementing Formative Peer Assessment in A Cheng Chun
Chinese Mathematics Classroom: Impacts, Barriers Chor Litwin
and Possible Solutions (Hong Kong)
Changgen Pei 6109
/
Relationship of Mathematics Homework to Fumi Gin-
Mathematics Achievement among Grade 8 Students in shima (Japan)
Singapore
Shaljan Areepattamannil & Berinderjeet Kaur
Survey Research on Japanese Secondary
Mathematics Teachers’ Professional Competencies for
Effective Teaching of Variability-Related Ideas
Orlando González

29




Title

Coordination of Two Computer Programs for
Students’ Multiplicative Transformation Activities
Jaehong Shin

The Mathematics Knowledge Embedded in New ICT:
Does It Exceed Its in Old One?
Takeshi Okawa
Cheong –Soo
Conceptualization of Normal Distribution Function Cho
with CAS Technology (Korea)
Cheong-Soo Cho 6110 /
Parames
“Fun School” for Primary Mathematics based on Laosinchai
Flash (Thailand)
Chongyang Wang

Development of Statistics Learning Material with CAS
Calculators and Students’ Statistical Reasoning
Eun-Ha Kim, Yun-Kyeong Lee & Cheong-Soo Cho

30



Development

Title
Room Chair
Introducing Lesson Study in a Remote Island in the
Philippines: Testing the Waters
Levi Esteban Elipane, Marvin Casalan,
Marmon Pagunsan & Shaolin Ladra

The Impacts of Case Method on Prospective
Mathematics Teacher Training
Yutaka Ohara

A Study of High School Students’ Ability of
Transformation of Mathematical Representations
Yu-Bin Lee & Cheong-Soo Cho

Application of A Proposed Framework for
Mathematical Modeling Instruction Leicha Bragg
6111
Tan Liang Soon & Ang Keng Cheng (Australia)

"Transition In" and "Transition Out" Modules for
Prospective Math Teachers
Laure Barthel & Talma Leviatan

Teaching Mathematics to Pre-Service Elementary
Teachers through Problem-Based Learning
L. Diane Miller & Brandon Banes

Developments in Teacher Knowledge for Teaching
Algebra
Mohan Chinnappan & Bruce White

31



TSG 6: Innovations and Exemplary Practices for Mathematics and Life Long Learning

Title

Life Long Learning – PROGRAMs in Andhra Pradesh
State of India – A Study of Mathematics Component in
the PROGRAMs
Sethu Madhava Rao Gaddam

Alan J. Bishop
Teaching for Creative Thinking: Try to Improve the (Australia)/
Level of Understanding about Mathematics Shin
Miyo Akita & Noboru Saito 6112 Watanabe
(Japan) /
Ivan Vygotsky
Statistic Education for Lifelong Learning (Russia)
Kyoko Kakihana & Shin Wanatabe

A Review on Mathematical Problem Solving Skills
Betsy Lee Guat Poh & Lim Chap Sam

TSG 7: Innovations and Exemplary Practices for Affective and Emotional Aspects of
Mathematics Learning

Title

Chinese Primary Students’ Perspectives Regarding
Mathematics Study: An Exploratory Study
Xiaoxia Zhang, Wee Tiong Seah & Min Song

Viable Concept Image Associated with
Feeling of Understanding Mathematical Proof Chew Cheng
6112 Meng
Yusuke Uegatani, Masataka Koyama
(Malaysia)

A Comparative Study of Filipino Math Teachers’ Be-
liefs and Practices with Trends in Trends in Math and
Science Studies (TIMSS) Data
Janice Foronda Antonio

32


PROGRAM FOR DAY 5 MARCH 22 nd, 2013

PROGRAM Overview


9.00-11.00 a.m. Plenary Panel Anupas
Theme: Future Challenges and Educational phuketkarn
Responses: Innovations and Exemplary Room
Practices in Mathematics Education
Moderator:
William (Bill) Barton (New Zealand)
Panelists:
Fou-Lai Lin (Taiwan)
Hee Chan Lew (Korea)
Parmjit Singh (Malaysia)
Zulkardi (Indonesia)

11.00-11.30 a.m. Coffee Break

11.30 a.m.-1.00 p.m. Closing Ceremony Anupas
phuketkarn
Room

33


POSTER PRESENTATIONS

Poster
Title Author/Authors
code

Planning of Using Blackboard in Problem Solving Mathematics
001 Alisa Moonsri
Classroom

The Roles of Teacher in the Enhancement of Students'
002 Ariya Suriyon
Metacognitive Strategies in the Classroom Practice

Students' Mathematical Connection through Using Instructional
003 Jaruwan Chin-on
Material

Fostering Creative Thinking in Mathematics Classroom by
004 Julaluk Jai-on
Materials

005 Classroom Discourse in Open Approach Kasem Premprayoon

006 Analysing Mathematical Tasks used in Elementary Grade Katanyuta Bangtho

The Effects of Worked-Out Examples with Different Strategies on
007 Kin Hang Lei
Comprehending Geometry Proof

Bridge the Gap for the Problem and Need in the Process of
008 Kwanta Panbanlame
Solving Problem

The Mechanism of Abstraction Process: Focusing on
009 Compression to Thinkable Concept as Shift from Procedures to Nisara Suthisung
Concept

Pauline Anne Therese M.
010 Work in Progress : Word Problems in Two Languages
Mangulabnan

011 Negotiation of Mathematical Meaning in Open Approach Phattaraphong Kunseeda

Students' Problem Solving Strategies in Mathematics Classroom
012 Pimpaka Intaros
Using Open Approach

Enhancing Students' Mathematical Understanding Ability in
013 Puji Lestari
Vocational High School by CTL Approach

Initial Factor for In-Dept Discussion in Arithmetic Classes;
014 Ryuta Tani
Focusing on Small Groups

Research on Relationship Between Concept of Negative
015 Numbers and Calculation Skills in Tanzania ~The Case of Shun Sudo
Mitengo Secondary School~

016 Estimation Problem Solving in Mathematics Classroom Siwarak Promraksa

An Investigation of Preservice Mathematics Teachers'
017 Mathematical Knowledge for Teaching in Lesson Planning with Sudarat Phiangnoi
Using Japanese Mathematics Textbook through Open Approach

34


Poster
code

018 A Study of "Good" Teaching in Mathematics Classroom Sudatip Hancherngchai

Differences of Teachers' Cognitive Demands of Mathematical
019 Task in a Collaboratively Plan of Lesson Study Group of Thawatchai Laosongkram
Kookhampittayasan School

Research Using the Studied-Mutually-Model about the
020 Tsutomu Ishii
Discussion in the Mathematics Lesson

Exploring Thai Students' Mathematical Connectors in Problem
021 Wasukree Jaijan
Solving

Field Research on Teaching Improvement of Junior High
022 Xu Xiaoyan
School Mathematics Concepts by Using APOS Theory

Exploring the Mathematical Communication by 7th Grade
023 Students' Gesture in Lesson Study and Open Approach Yanin Kongthip
Context

024 Development 5T Model for Learning and Enjoying Yupadee Panarach

025 New Exploration of Teaching Methods Zhenzhen He

Assessment of Student's Mathematics Achievement in School
026 Jitlada Jaikla
Using Lesson Study and Open Approach

027 Assessment Materials of Mathematical Creativity Kawissara Sansanoh

Mathematics Teachers' Practices on Classroom Assessment in
028 Nampueng Intanate
Lesson Study and Open Approach Context

Direct Manipulating Screen Objects as Conceptual Tools for
029 Chiao-Ni Chang
Learning Completing the Square

030 Teaching Statistics in High School Using Technology Hideyo Makishita

Design and Experiment on a Touchscreen Learning Software
031 Jen-Yuan Chiou
for Factoring Quadratic Trinomials

Teacher's Teaching with Using Technology in Mathematics
032 Kittisak Jai-on
Classroom : a case of "DBOOK"

Developing a Web-Based Platform of Geometric Flowchart
033 Mikio Miyazaki
Proof Learning for Multiple Languages

034 Learning Distributive Law with Dynamic Visualization Wei-Bin Wang

35


Poster
code

Mathematical Tasks in Mathematics Textbooks: an Ex-
035 Chanika Senawongsa
ploratory Comparison between Thailand and Japan

Efficiency of Reducing Task Complexity by segmentation on
036 Feng-Lin Lu
Eighth Graders' Reading Comprehension of Geometry Proof

Exploring Teachers' Understanding of Lesson Plan in Lesson
037 Rungthiwa Khonkarn
Study

Curriculum Strategy : Process of Thai Teachers' use of
038 Suwarnnee Plianram
Mathematics Textbook

Discussion in Mathematics Classroom Using Japanese Board
039 Apichat Saeueng
Writing (Bansho)

Teachers' Mathematical Knowledge for Teaching use
040 Chanintorn Boontem
integrated Lesson Study with Open Approach

Reflection and Desire on the Preparation of Elementary
041 Jiang Hui
Mathematics Teachers by America

042 Listening to Students' Idea in Teaching Mathematics Kanjana Wetbunpot

Teacher Turns Researcher: Problems of Teacher Educators in
043 Kim Teng Siang
Training Practising Teachers in Conducting Action Research

044 Investigation of Theses in Mathematics Education in Thailand Nisakorn Boonsena

Group Classification of One-Dimensional Nonisentropic
045 Piyanuch Siriwat
Equations of Fluids with Internal Inertia

An Exploration on Reflective Practice of Internship Practicum
046 Change within Lesson Study and Open Approach School Rawadee Muaddarak
Context
Improvement in Students' Quality of Responses through
047 Virgie G. Esteves
Strengthening Questioning Technique in Lesson Study

Teachers' Role of Working Together with Student Intern on
048 Weerasuk Kanauan
Lesson Study

Elementary Mathematics Education Curriculum the
049 Zhang Jinkui
Cross -Strait of China

Improve Ability in Using English Mathematics for Pratom
050 Chunchom Pongchavalit
Student in Government School

Numeracy and Mental Computation with Its Perspective on
051 Ilda Salwani Ameer
Brain Hemisphericity Asymmetry: What's Right and What's Left

052 Students' Mathematical Ideas on Addition Nutcharin Emchaiyapum

053 Reflective Practice and Lesson Study in Thailand Rachada Chaovasetthakul

Improving Student's Geometric Thinking in Mathematical
054 Somkuan Srichompoo
Classroom

36


Poster
code

055 Model for Develop Student's Concept Suttharat Boonlerts

056 Let's Enjoy it with the Pyramid Puzzle Tadashi Nomachi

Developing Mathematical Thinking in the Context of Lesson
057 Kittipot Robsouk
Study and Open Approach: What Teachers' Value

Interpretation from Sociomathematical Norms in Lesson Study
058 Pimlak Moonpo
and Open Approach Classroom

How to Encourage Students' Cognition and Emotion in
059 Sampan Thinwiangthong
Mathematics Classroom

An Analysis of Expressions in a Japanese Authorized
060 Tadashi Misono
Mathematics Textbook

Exploring Social Motivation for Participating in the
061 Zsolt Lavicza
Advancement of Mathematics Education

37


WORKSHOP INFORMATION

TEXTBOOKS FOR TEACHER EDUCATION:
USING TEXTBOOKS TO PLAN LESSONS

Yeap Ban Har
Marshall Cavendish Institute
Singapore

This workshop has the twin aims of helping participants use textbooks to plan
problem-based lessons as well as to use textbooks in lesson study. In the first part,
participants learn how to use textbooks to design anchor tasks in lessons that are
based on teaching-through-problem-solving model. Examples include lessons to
teach new concepts and skills as well drill-and-practice lessons. In the second part,
participants learn to use textbooks in the lesson study process. Participants learn to
select tasks and anticipate students’ responses.

USING ORIGAMI: TO EUGAGE STUDENTS WITH MATHEMATICS
Michael Kleine, Universität Bielefeld
Patsy Wang-Iverson, Gabriella and Paul Rosenbaum Foundation

With his invention of kindergarten in 1838, Friedrich Froebel introduced origami
to the classroom environment. He used it to help children explore informally the
fundamentals of Euclidean geometry and to stimulate their creativity. Today, one no
longer sees origami used systemically nor systematically in mathematics classrooms.

The idea behind this workshop is to rediscover working with origami in
classrooms, to find typical mathematical correlations and to solve problems using the
figures, which the students fold themselves. No doubt there are other solutions for the
same problems. The advantages which folding offers are revealed when mathematics
is associated with activities and thus remain in the user’s memory. Within the
workshop, we discuss using origami in primary and secondary education. The
practical work and the focus about the implementation in teachers' education will be
part of the workshop.

38


A TABLET-BASED APPLICATION FOR SUPPORTING EFFECTIVE
LESSON STUDY

Akihiko Takahashi
DePaul University
atakahash@depaul.edu

Lesson Study Alliance in the US and Project IMPULS at Tokyo Gakugei
University in Japan developed an application for iPad, the LessonNote, to help
practitioners of lesson study improve the quality of their post-lesson discussions by
improving the quality of observational data collected during the lesson.
Since lesson study was introduced in the late 1990s, numerous schools and
teachers have used lesson study as a major part of their professional development.
The power of lesson study comes from a close analysis, during the post-lesson
discussion, of the impact of the research lesson on students. Such analysis depends
in turn on high quality data collected during the lesson. Experienced Japanese lesson
study practitioners often use special note-taking aids: multiple seating charts for
tracking how different students react to each task; a multi-colored pen to code
different types of observation data; a clipboard and a clock to track how time is used
during the lesson.
Since lesson study is still new among the schools in outside of Japan, there are
not many public research lessons through which teachers can develop their
observational skills, and it is not possible for teachers to develop such skills by simply
participating in workshops or reading articles. Teachers need some form of
scaffolding to enable them to participate effectively in lessons study while developing
their skills for observing lessons, collecting data, and reflecting upon the data. The
new lightweight tablet computers make it possible to provide the necessary
scaffolding through an application specially designed for observing and discussing a
classroom lesson.
A tablet-based tool needs to have certain characteristics if it is to help teachers
collect useful data and use that data as the basis of a productive post-lesson
discussion. First, it should help teachers focus on the most important data, such as
the quality of student work, the interaction between the classroom teacher and
students, and the time spent on each lesson segment. Second, it should emphasize
collection of factual information—through time stamps, audio recording, and
photographs (e.g. of student work)—while allowing the user to record his or her
thoughts and other subjective information. Third, it needs to be maximally flexible
about the data to be collected, so that users are never prevented from recording
something they judge as important. Fourth, it should enable users to organize their
data and report it in different ways, just as experienced lesson study practitioners do
after a lesson observation. And finally, it should allow the exchange of data with other
users who observe the same lesson, to enable less-experienced observers to see the
data collected by their more-experienced colleagues.

39


TRAVEL TO THE CONFERENCE VENUE

EARCOME 6 Conference Shuttle Bus Schedule
Monday, March 18, 2013

Departure Time Departure Arrival
7:30 a.m. Patong Zone Prince of Songkla University,

7:30 a.m. Phuket City Zone Prince of Songkla University,

5:30 p.m. Prince of Songkla University, Welcome Dinner

9.00 p.m. Welcome Dinner Patong Zone
9.00 p.m. Welcome Dinner Phuket City Zone

Tuesday, March 19, 2013

Phuket Campus
Phuket Campus
5:00 p.m. Prince of Songkla University, Patong Zone
Phuket Campus
5:00 p.m. Prince of Songkla University, Phuket City Zone
Phuket Campus

Wednesday, March 20, 2013

Phuket Campus
Phuket Campus
1.30 p.m. Prince of Songkla University, Excursions
Phuket Campus
End of Tours Excursions Patong Zone
End of Tours Excursions Phuket City Zone

40


Thursday, March 21, 2013

Phuket Campus
Phuket Campus
Phuket Campus
Phuket Campus

Friday, March 22, 2013

Phuket Campus
Phuket Campus
Phuket Campus
Phuket Campus

41


EXCURSION PROGRAM

1.30 – 4.30 P.M. ON WEDNESDAY, MARCH 20, 2013
Program 1: Phuket Highlights
1.00 p.m. Take a bus at Prince of Songkla University, Phuket Campus
1.30 - 2.00 p.m. Chalong Temple (Wat Chalong)
3.00 - 4.00 p.m. Promthep Cape, Kanchanapisek Lighthouse
4.00 - 5.30 p.m. Sri Burapha Orchid shop and Wang Talang Jewelry
6.00 p.m. Arrived at Prince of Songkla University, Phuket Campus

Program 2: Phuket

1.00 p.m. Take a bus at Prince of Songkla University, Phuket Campus
1.20-2.00 p.m. Porntip Souvenir (souvenir shop)
2.30-3.00 p.m. Phuket Pearl factory.
3.30-4.30 p.m. Chino-Portuguese Architecture
5.00-5.30 p.m. Sri Burapha Orchid factory

Program 3: Enjoy beach paradise
1.00 p.m. Take a bus at Prince of Songkla University, Phuket Campus Pa-
tong Beach, Karon Beach and Kata Noi Beach. (View point)
3.00-3.30 p.m. Promthep Cape
4.00-4.30 p.m. Chalong Temple (Wat Chalong)
4.45-4.45 p.m. Sri Burapha Orchid shop (souvenir shop)

42


Program 4: Phuket Happy Healthy

1.00 p.m. Departure of Prince of Songkla University, Phuket Campus
1.30-4.00 p.m. Spa at Sukko Spa (You can should spa service and pay service
charge by yourself)

Program 5: The Big Buddha of Phuket

1.00 p.m. Departure of Prince of Songkla University, Phuket Campus
1.45-2.45 p.m. The Big Buddha of Phuket
4.00-4.30 p.m. Sri Burapha Orchid shop (souvenir shop)
4.45-5.15 p.m. Wang Thalang shop. (souvenir shop)

Chalong Temple (Wat Chalong)
Chalong temple or Chai tararam temple Muang district, Phuket province is the
most famous temple in phuket. It houses the statue of the late highly revered monk,
Luang Po Cham. The monk led the people of Phuket to fight against the immigrant
Chinese influx to Phuket for tin mining and wanted to capture the city in B. E. 2419
(A.D.1876) before the government sent it's troops to subdue the rebellion. King Rama
V appointed Luang Po Cham with the ecclesiastical title of phura Kru wisit
wongsacharn. Beside the statue of Luang Po Cham, his other title decorations are
also displayed in the temple e. g. his walking stick and his painting on the second
floor of the kuti (residence) of the abbot, too.

43


Promthep Cape & Kanchanapisek lighthouse
Phromthep Cape is the island's most photographed and perhaps best-known
location. Every evening, large tour buses, scooters and private cars sweep through
Rawai Beach and up the island's southernmost hill in order to watch the sunset at its
peak. On the top of the hill stands a busy car park where vehicles disgorge crowds of
people from every corner of the world. Cameras flash, fingers point and lovers cuddle
as Phuket's most fabulous free show is re-enacted nightly – the sunset.
Kanchanapisek lighthouse was built on the occasion of the 50th anniversary of
His Majesty King Bumibhol’s accession to the throne. It is 50 feet high and 9 metres
wide at its base. The 9-foot width denotes the King Bumibhol as the 9th king of the
Chakri Dynasty.

Chino-Portuguese Architecture
The significant Chino-Portuguese buildings of Phuket were built in the tin
mining era. First influences came from Chinese architecture, showing in the design of
the roof including doors and windows. The buildings were mainly one- or two-story
buildings made from brick and wood. They had thick walls with Chinese-style tiles.
Later influences included Chino-Portuguese and Malayan styles originating from
Penang. Also Western styles contributed to the distinctive Sino-Portuguese
architecture, including the compositions of the classic Renaissance and neo-Europe
classic with the mixture of Chinese and Thai style architecture. This new building
architecture is about 60 to 100 years old. One of the charming of these house styles
is the use of the arch in their architectural design. Curing pillars standing in row are
on the first floor of each building, to carry the weight of the second floor and to mark
the space of arcade or Nlgorkakee (Chinese for "pavement with roofs").

44


View Point 3 Beaches (Patong Beach, Karon Beach and Kata Noi Beach)
Karon Viewpoint (which used to be Kata viewpoint) is one of the most
frequented viewpoints in Phuket. From here, it is possible to take in views of Kata Noi,
Kata Yai and Karon beaches. Located between Nai Harn and Kata Noi beaches, the
viewpoint is busy most days of the year and is a staple of many tour itineraries. Called
locally ‘Khao Saam Haad’ (Three Beaches Hill), the local municipality for some
reason has officially renamed it ‘Karon Viewpoint’. It’s located just to the south of Kata
Noi Beach and looks out directly out to the Andaman Sea but most people have their
cameras trained due north at the undeniably impressive eight-kilometre vista of the
three west coast beaches with Mom Tri’s Villa Royale in the foreground and the
distant Hilton Arcadia on Karon Beach in the background.

The Big Buddha of Phuket
Phuket's Big Buddha is one of the island's most important and revered
landmarks. The huge image sits on top of the Nakkerd Hills between Chalong and
Kata and at 45 meters high it is easily seen from far away. The lofty site offers the
best 360-degree views of the island (think sweeping vistas of Phuket Town, Kata,
Karon beaches, Chalong Bay and more.) Easily reachable via a six-kilometre road
leading from Phuket's main artery, it's a must-visit island destination.

45


Sri Burapa Orchid
Our products stand out. Sri Burapha Orchid is a nut. This shop is the first
manufacturing facility in Phuket. Works from the H series play since a year since
2486 until now. Production process. By modern methods of clean and hygienic
standard.

Porntip Souvenir
The Pornthip Sea Store is one of the largest souvenir stores cum shops in
Phuket and is a favorite of many Asian Tourists like Chinese, taiwanese, koreans,
japanese, singaporeans, etc. This is the last stop of those going on a Phuket City
Tour and the store is located in Rassada Town in Muang District of Phuket. The store
was started in 1991, Pornthip Sea Store Co., Ltd. is a producer of processed seafood
mixed with herbs products for health under "Pornthip" brand. Some of their products
include flossy and crispy baked pork, crispy smoked dried shrimps, chili paste,
cashew nuts, preserved fruits and Phuket Desserts. If you are not going to bangkok
and phuket is you last stop before going back to your country.

Sukko Cultural Spa & Wellness
Outside of sea, sand and sun, the spa is another one of the attractions that
brings travelers from every corner of the earth to Phuket island. One location here
that you cannot miss if you want to relax, is Sukko Spa in Sukko Cultural Spa &
Wellness Resort, which has had the honor of receiving a total of 3 world class
awards, which will paint a picture of the level of quality and service.

46


Wang Talang Jewelry & Souvenir Shops
Wang Talang International Lapidary Co.,Ltd. is the biggest Jewelry, Souvenir
and Gift Shop in Phuket Town. Our 2,000 square metre airconditioned store is
centrally and onveniently located on the outskirts of Phuket Town, and is just a
leisurely journey from any part of the island

For More Information
http://www.patongbeachthailand.com/activities/19_12/chalong-temple-phuket-
tha.shtml
http://www.phuket.com/island/promthep-cape.htm
http://phuketisland.com/culture.htm
http://www.phuket.com/island/phuket-viewpoints.htm
http://www.phuket-travel-secrets.com/cashew-nut-factory.html
http://www.sukkospa.com/
http://thaijewelry.com/aboutus.htm

CONTACT PERSON

Secreatariat team : +66 895718065
+66 892793733
earcome6@kku.ac.th

47

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