| Abstract |
Students‘ mathematical thinking helps them to understand the importance of using knowledge and skills, learning how to learn by themselves and is necessary for achieving independent learning (Isoda & Katagiri, 2012). In the normal classroom setting, it is difficult to create a process in which students work together to face the challenges of the problem, and to account for students with different abilities and interests. On the other hand, a classroom using lesson study and Open Approach aims to prepare students to access challenging circumstances to support the development of mathematical thinking of students (Inprasitha, 2004).Similarly, Nohda (2000) said the goal of the lesson study and Open Approach of teaching is to promote the creative activity of students and students' mathematical thinking to solve problems that occur at the same time.
This study aimed to analyzed students’ mathematical thinking on multiplication in a classroom using lesson study and open approach. The target group was eight 2nd grade students. Data collection was done at a school professional development project. This school has participated in the Project for Professional Development of Mathematics Teachers through Lesson Study and Open Approach since 2006. The data of this study included observations of a unit of 15 lesson about multiplication. This unit was designed by a lesson study team. Data includes observation field notes of classroom activities and interview notes after the classroom activities. Data analysis was based on mathematical thinking framework of Isoda & Katagiri (2012), in which three kinds of the mathematical thinking have been mentioned; 1) Mathematical attitude 2) Mathematical thinking related to mathematical methods in general 3) Mathematical thinking related to mathematical content in substance (mathematical ideas).
The results of the study revealed that in the context of the classroom using lesson study and open approach students have mathematical thinking on multiplication as follows: 1) students’ mathematical methods of multiplication- it was observed that students made sense of the meaning of multiplication and after this they could apply their understanding to create multiplicative patterns of larger numbers 2) Students’ mathematical ideas of multiplication- they could express more complex ideas such as idea of sets, idea of units, idea of representation, idea of operations, idea of algorithms, idea of fundamental properties, and idea of functional thinking. 3) Students’ mathematical attitude- students were interested to learn multiplication in the mathematics classroom using Open Approach. They tried to solve open-ended problems by themselves and discussed their solutions with their classmates.
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Publication
Journal Publication
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