Abstract
This research aimed to investigate the development of reasoning habits after introducing the lesson study and open approach to teaching practices. A total of eight 6th-Grade students from Chumchon Ban Kaeng Khro Nong Phai School, Chaiyaphum province, Thailand were purposively selected to participate in this research. This is because they have attended the mathematics lessons using the innovation of lesson study and open approach. A qualitative research design was employed using five types of research instruments, namely 13 lesson plans, observation records, field notes, interview protocol, and students’ worksheets. Data were analyzed using content analysis and categorizing the students’ reasoning habits according to the National Council of Teachers of Mathematics’ framework. The results revealed that students can analyze a problem situation by making reasoning conjectures, applying previously learned concepts, seeking patterns and relationships as well as making representations. Besides, they can also implement a strategy by using mathematical operations to solve problems. Moreover, students can seek and use connections to discover the linkage between how to solve the problems differently and identify the relationship of the approach used to get the same answer. Finally, the students can reflect on a solution as they can find different ways to solve the problems after considering the reasonableness of a solution, interpret a solution, justifying reasons to support or validate how to solve the problems, as well as generalize a solution. The overall results are successfully contributed to the importance of lesson study and open approach teaching practices in terms of enhancing 6th-Grade students’ reasoning habits.
Highlights
Previous research has investigated mathematical subject knowledge and teachers’ belief during the implementation of a practical mathematics scheme engaging them in new pedagogical knowledge (Boyd & Ash, 2018)
A total of eight students were purposively selected because they had involved in the School of Professional Development of Mathematics Teachers Project using the innovation of Lesson Study (LS) and Open Approach (OA) which introduced by the Center for Research in Mathematics Education (CRME), Faculty of Education, Khon Kaen University since 2003
The results of this research are presented by following the framework of National Council of Teachers of Mathematics (NCTM) (2009) with four categories after utilizing LS and OA research lessons on the topic of ‘Volume’
Summary
Previous research has investigated mathematical subject knowledge and teachers’ belief during the implementation of a practical mathematics scheme engaging them in new pedagogical knowledge (Boyd & Ash, 2018). The best way to develop mathematical reasoning habits of students is by giving them opportunities to solve a problem in a variety of ways (Mathnasium of Littleton, 2016). As a result, learning to use and apply mathematical reasoning to problems takes more time if comparing to the exploration typically given in the classroom as indicated by Steffee and Thompson’s (2000) study. This is because the mathematical reasoning learning process requires students to think and wrestle with concepts, which may cause some discomfort at first, especially if they are used to figuring out answers quickly. The process of describing their thought requires analysis of the mathematical concepts (Oslington, Mulligan, & Van Bergen, 2020)
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