Students’ Speaking Skills in Mathematics Classroom Using Lesson Study and Open Approach

Phattaraphong Kunseeda,Anake Sudjamnong,Maitree Inprasitha,Narumon Changsri

doi:10.4236/ce.2019.107121

Abstract

The purpose of this research was to investigate students’ speaking skills in mathematics classroom using Lesson Study and Open Approach. The target group comprised twenty-nine students in a first-grade mathematics classroom using open approach as a teaching approach. During the 2018 schoolyear, data was collected used a questionnaire based on framework of Isoda, Morita, and Nobuchi (2009 cited in Inprasitha, 2014) and classroom observation in the context of classroom using lesson study and open approach based on Inprasitha (2010, 2011). Research found that students’ speaking skills in mathematics classroom using open approach at the following levels: level one included students who spoke with a clear voice (17.24%); level two included students who presented their ideas step by step (51.72%); level three included students who complemented their speech with pictures or tables to explain their reason (24.13%); level four included students who spoke connections their reasoning and the subject of what they previously learned (3.45%); and level five included students who provided explanations with useful information that was easy to understand, observing the condition of their peers when they spoke (3.45%).

Highlights

During the 2018 schoolyear, data was collected used a questionnaire based on framework of Isoda, Morita, and Nobuchi (2009 cited in Inprasitha, 2014) and classroom observation in the context of classroom using lesson study and open approach based on Inprasitha (2010, 2011)
Research found that students’ speaking skills in mathematics classroom using open approach at the following levels: level one included students who spoke with a clear voice (17.24%); level two included students who presented their ideas step by step (51.72%); level three included students who complemented their speech with pictures or tables to explain their reason (24.13%); level four included students who spoke connections their reasoning and the subject of what they previously learned (3.45%); and level five included students who provided explanations with useful information that was easy to understand, observing the condition of their peers when they spoke (3.45%)
For problem solving in a classroom using open approach as a teaching approach, students were shown the process of mathematical problem solving (Inprasitha et al, 2003)

Summary

Introduction

Levy and Murnane (2004 cited in Inprasitha, 2016) stated that thinking and communication skills are the new skills in life in the twenty-first century, which students must learn by themselves as teacher is unable to provide instruction. That, Inprasitha (2014) presented it as follows: in a classroom in which teachers attempted stimulation of their students to express how to solve the problem and represented their ideas by word, these were basic skills that can be derived from learning skills. Strategies for developing speaking skills are an important part of the learning process with teachers assisting students in learning to speak (NCLRC, 2004). Isoda, Morita and Nobuchi (2009 cited in Inprasitha, 2014) advised teachers’ use of questionnaires concerning their students’ speaking skills to evaluate their classroom. Nombre et al (2012) stated that speaking is one of the most difficult skills students face

Objectives

Methods

Results

Conclusion