Students’ Intuition in Mathematics Class Using Lesson Study and Open Approach

Kwanta Panbanlame,Kiat Sangaroon,Maitree Inprasitha

doi:10.4236/psych.2014.513161

Abstract

The objective of this article is to investigate students’ intuition in mathematics class using Lesson Study and Open Approach. The research methodology employed was the qualitative research methods of teaching experiment combined with an ethnographic study. The study’s target group consists of three Grade 2 students at Ban Bueng Niam Bueng Krainoon School in Khon Kaen Province during the 2012 Academic Year. This is the school that participated in the professional development of mathematics teachers with Lesson Study and Open Approach innovation project. The researcher collected data from a mathematics class that taught multiplication learning unit (1) from the mathematics textbook for Grade 2 students. This is the textbook used in the professional development of mathematics teachers with Lesson Study and Open Approach innovation project. The research findings are: Mathematics class using Lesson Study and Open Approach allows students to intuitively learn the content of a basic multiplication unit. Students’ intuition was developed during Step 1 (posing open-ended problems) and Step 2 (students’ self-learning through problemsolving) of the Open Approach process. Students intuitively discovered the repeated addition and multiplication methods in solving multiplication problems.

Highlights

Lesson Study is the topic that has attracted worldwide interest
Mathematics classroom using Lesson Study and Open Approach is defined as a classroom that comprises: 1) The teachers who participate in the Lesson Study process and Open Approach as the teaching method; 2) The problem situations that were collaboratively created by the teachers and a team of Lesson Study research based on the problem situations in the multiplication learning unit (1) in Chapter 9 of Grade 2 mathematics textbook. This is the textbook used in the professional development of mathematics teachers with Lesson Study and Open Approach innovation; 3) The students who have been taught by teachers who participated in the Lesson Study process and Open Approach as the teaching method since Grade 1
The analysis aims to investigate students’ intuition and to reflect how the Open Approach allows students to handle their intuition

Summary

Introduction

Lesson Study is the topic that has attracted worldwide interest It is a process for teaching development through collaboration with other teachers, who study and comment on the teaching technique of another teacher. Study was initially developed as an educational practice in Japan during the Meiji era and is a key technique that enables teachers to study and improve their own teaching methods. It is through this educational development potential that Lesson Study has garnered international interest (Baba, 2007). Lesson Study is the professional learning process that Japanese teachers engage in throughout their career to monitor and develop different teaching methods in terms of content and curriculum. It is used to systematically monitor students’ learning process in order to achieve the educational goals (Yoshida, 2008)

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Conclusion