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Publication
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| Research Title |
VISUAL REASONING OF GRADE 7 STUDENTS IN MATHEMATICS CLASSROOM USING OPEN APPROACH |
| Date of Distribution |
20 January 2018 |
| Conference |
| Title of the Conference |
The 1st International Conference on Sustainable Education Development (ICSED2018): Building Professional Learning Community to Shift Quality of Education Sustainably |
| Organiser |
Faculty of Education, Ubon Ratchathani Rajabhat University |
| Conference Place |
Nevada Convention Hotel |
| Province/State |
Ubon Ratchathani |
| Conference Date |
20 January 2018 |
| To |
21 January 2018 |
| Proceeding Paper |
| Volume |
1 |
| Issue |
1 |
| Page |
180-186 |
| Editors/edition/publisher |
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| Abstract |
Visual reasoning has always been an important part of mathematicians’ ways of thinking. We could not even imagine introducing many mathematical concepts without illustrating them by pictures, drawings, graphs, etc. Individuals may use more than one reasoning approach in problem-solving situations. In mathematics classroom using the Open Approach, students can write multiple answers. The correct answer does not depend on the content, but depends on the students' reasons that explain their answer. (Inprasitha, 2014). This study was qualitative research which focused on analysis of protocol. The aim of the study was to explore visual reasoning of grade 7 students in mathematics classroom using Open Approach. The target group was grade 7 students of the Demonstration School of Khon Kaen University (Education), Khon Kaen, Thailand. There are six lesson plans were collected as the data. Analyze data using empirical data, consisting of protocols derived from the transcription of audio and video recordings in classrooms, photographs, field notes and student writings. The data was analyzed by adjusting the framework of Inprasitha (2011), and Natsheh and Karsenty (2014). The results of this study revealed that visual reasoning in mathematics classroom using Open Approach, included following: 1) Visual displays: students can interpret the problem situation and then draw more pictures into the given image to solve the problem. 2) Visual actions: students can perform upon a visual display. They make measurements using a ruler or a roundabout, and add an auxiliary construction to simplify the problem. 3) Visual purposes: students can explain and discuss within groups and in classroom about how to solve problems that the visual actions perform upon the visual displays, and then they try to modify the words to write in the worksheet. |
| Author |
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| Peer Review Status |
มีผู้ประเมินอิสระ |
| Level of Conference |
นานาชาติ |
| Type of Proceeding |
Full paper |
| Type of Presentation |
Poster |
| Part of thesis |
true |
| Presentation awarding |
false |
| Attach file |
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| Citation |
0
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Journal Publication
ไทย