| Abstract |
A reasoning habit is a productive way of thinking that becomes common in the processes of mathematical inquiry and sense making (Martin et al., 2009; NCTM, 2000; Russell, 2010). Students also need to experience and develop mathematical reasoning habits (Cuoco, Goldenberg, and Mark, 1996; Driscoll, 1999; Pólya, 1952; 1957; Schoenfeld, 1983; Harel and Sowder, 2005). In addition, Lesson Study and Open Approach Contexts in Thailand is innovation that supports to solve mathematical problems both teachers and students as well (Inprasitha et al., 2015) and changing mathematics instruction of 21st century that emphasized thinking to generate the remedies themselves (Inprasitha, 2015). This research was aimed to explore the mathematical reasoning habits of students in mathematics classroom using Lesson Study and Open Approach. Methodology is qualitative research that focuses on protocol analysis and analytic description. The target group was 6 grade students in the first semester of 2016, 8 students were divided into 2 groups, at Chumchon Ban Kaeng Khro Nong Phai School, Chaiyaphum Province. This classroom is in the School of Professional Development of Mathematics Teachers Project by using the Innovation of Lesson Study and Open Approach of the Center for Research in Mathematics Education (CRME), Faculty of Education, Khon Kaen University. The data was collected by using lesson plans, video recorder, audio tape recorder, field note, images recorder, and student work of task-based learning activities. The data was analyzed by using Martin et al. (2009) to explore the students’ mathematical reasoning habits during their problem solving. The finding found that, in the mathematics classroom using Lesson Study and Open Approach were evident four categories of students’ mathematical reasoning habits: 1) Analyzing a problem ‘ students could analyze the problem situations that the teacher assigned. They made reasoned conjectures in the classroom; representations; applying previously learned concepts; seeking patterns and relationships, 2) Implementing a strategy ‘ students could implement the ways of problem solving by using mathematical operations to solve problems, 3) Seeking and using connections ‘students could discover the link between different the sorting out the problems; finding the relationship of that approach by getting the same answer, and 4) Reflecting on a solution ‘ students could find different ways; considering the reasonableness of a solution; interpreting a solution; justifying or validating; generalizing a solution. |
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