Connection by using Student’s “How to” in Mathematics Classroom using Open Approach

Abstract

This study aimed to analyze the connection by using students’ “How to” in the mathematics classroom using an open approach. The target group was nine eighth-grade students in semester 1/2021 at Dongbang Pikulsuksakan school, Roi-et. The research instruments included seven lesson plans, a field note, a recording device, a still camera, and a video recorder. The data were analyzed from the concept of connection using students’ “How to” (Inprasitha, 2018a, 2018b). The results indicated that 1) according to collaboratively designing a research lesson, the lesson study team created the continual lesson plan by analyzing the ideas students had before, their difficulties, and predicting the ideas that they will use to solve the problem. 2) Collaboratively observing a research lesson, the first was posing an open-ended problem. When the teacher posed a problem related to students’ ideas from the previous lesson, they recalled the ideas that they had solved a problem. Students recalled the idea of finding the volume of a right rectangular prism from the previous lesson to find the volume of an oasis. The second was students’ self-learning. Students showed the ideas that they solved a problem related to the previous lesson ideas to be the beginning step for analyzing a problem. They could solve a problem until it was a new idea. Students separated a solid figure into a right rectangular prism. Then, they found the volume of separated figures from the idea of finding the volume of the right rectangle prism from the previous lesson, and all volumes were combined. The third was the whole class discussion and comparison. Students explained the ideas that they solved a problem from the previous lesson ideas. Students explained the way to find the volume of the solid figure which began from seeing it as a right rectangle prism. The fourth was summarization through connecting students’ mathematical ideas that emerged in the classroom. All students by using the connection between students’ “How to” from the previous lesson and the ideas that they solved a problem in the current lesson. Then, the teacher and students both summarized “How to” that solved the problem. The teacher asked students “How to” that they could find the volume of a solid figure and explain; 1. separate into right rectangle prism 2. find the volumes and 3. combine them. 3) Collaboratively discussing and reflecting on the research lesson, the lesson study team reflected the issue that students used the ideas of finding the volume of right rectangle prism to solve the problem until they knew “How to” could find the volume of a solid figure.