Characteristics of Computational Thinking about the Estimation of the Students in Mathematics Classroom Applying Lesson Study and Open Approach

Siwarak Promraksa,Kiat Sangaroon,Maitree Inprasitha

doi:10.5539/jel.v3n3p56

Abstract

The objectives of this research were to study and analyze the characteristics of computational thinking about theestimation of the students in mathematics classroom applying lesson study and open approach. Members oftarget group included 4th grade students of 2011 academic year of Choomchon Banchonnabot School. TheLesson plan used for data collection in this research was developed according to lesson study and open approachon the subject of estimation, which included Activity no.1 “How many notebooks would we get?” and Activityno.2 “How many trains would be needed?” Results of the research showed that the students were able to presenttheir characteristics of computational thinking about the estimation according to the 4 steps of open approach aswell as to obtain a theoretical framework of computational thinking levels about the estimation of the students inmathematics classroom applying lesson study and open approach. Considering the thinking levels of the 4thgrade students of 2011 academic year of Choomchon Banchonnabot school, it showed that: the characteristics ofcomputational thinking about the estimation of the students in mathematics classroom applying lesson study andopen approach had included all levels of theoretical framework of thinking levels about the estimation of thestudents in mathematics classroom with lesson study and open approach, and that the thinking process about theestimation of the students in mathematics classroom using lesson study and open approach would use thereformulation of estimation before computation and estimation after computation.

Highlights

As a result of the changes in societal needs, mathematics education reform in Thailand have recommended that school mathematics curricula include topic on estimation
The conceptual framework used in this study included (1) lesson study and open approach (Inprasitha, 2010a)
Children’s cognitive growth proceeds through four stages: the sensorimotor stage: approximate ages 0-1 1⁄2 year 2, the interrelational stage: approximate ages 1 1⁄2-5 years, the dimensional Stage: approximate ages 5-11 years and the vectorial stage: approximate ages 11-19 years, and each stage consisted of 4 thinking levels: 1) Predimensional 2) Unidimensional 3) Bidimensional 4) Integrated Bidimensional (Volkova, 2006). This Qualitative Research of thinking levels and thinking process about the estimation of the students in mathematics class which applied lesson study and open approach would be performed by: 1) analyzing thinking process about the estimation of the students in mathematics classroom that applied lesson study and open approach, using qualitative research that focused on observation, videotape analysis, supported by protocol and analytical description. 2) assessing the thinking levels about the estimation of students in mathematics classroom that applied lesson study and open approach 3) creating a theoretical framework about the estimation of the students in mathematics classroom that applied lesson study and open approach

Summary

Introduction

Learning content and standard about numbers and the process in accordance with the basic education core curriculum 2008 emphasized on the importance of teaching the contents of numbers and operations at all levels in order to enable the students to understand the use of numbers and operations, the results of operation of number, the relations between various operations, the use of operation to solve problems, the ability to use estimation and solution, as well as to understand about number system and the use of properties of the number (Ministry of Education, 2008), according to the National Council of Teachers of Mathematics [NCTM] (2000) that said “Instructional programs, from kindergarten through 12th grade, should enable all students to understand numbers, understand meanings of operations and how they relate to one another, compute fluently and make reasonable estimates.” Further, NCTM (2000) acknowledged the role of estimation “as an important companion to computation” and as “a tool for judging the reasonableness of calculator, mental, and paper-and-pencil computations”.As a result of the changes in societal needs, mathematics education reform in Thailand have recommended that school mathematics curricula include topic on estimation. Learning content and standard about numbers and the process in accordance with the basic education core curriculum 2008 emphasized on the importance of teaching the contents of numbers and operations at all levels in order to enable the students to understand the use of numbers and operations, the results of operation of number, the relations between various operations, the use of operation to solve problems, the ability to use estimation and solution, as well as to understand about number system and the use of properties of the number (Ministry of Education, 2008), according to the National Council of Teachers of Mathematics [NCTM] (2000) that said “Instructional programs, from kindergarten through 12th grade, should enable all students to understand numbers, understand meanings of operations and how they relate to one another, compute fluently and make reasonable estimates.”. NCTM (2000) acknowledged the role of estimation “as an important companion to computation” and as “a tool for judging the reasonableness of calculator, mental, and paper-and-pencil computations”. NCTM (2000) acknowledged the importance of developing students’ ability to estimate: Students should develop and adapt procedures for mental calculation and estimation.

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Conclusion