การศึกษาการมีส่วนร่วมของนักเรียนในชั้นเรียนคณิตศาสตร์ที่เน้นกระบวนการแก้ปัญหา

Abstract

             This research uses mixed methods. The purpose of the research was to study student’s engagement in problem-solving mathematics classroom by using Lesson Study and Open Approach. The target group of this study was 12 students of Grade 3 at BanSomkob School, Academic Year 2020. The data used in this analysis including 1) the protocol of the students’ activities doing in the classroom 2) student engagement in mathematics scale 3) the learning reflection form of the students, and 4) field notes recorded while observing the class. Qualitative data was analyzed by protocol analysis and analytic description. Quantitative data was analyzed by statistics. The data collected were analyzed according to the conceptual framework of Fredricks et al. (2004), which consisted of cognitive engagement, emotional engagement and behavioral engagement.

          The research found that mathematics classroom that uses the Open Approach as a teaching method helps to improve student Engagement in 3 dimensions as follows:

          1) Cognitive engagement: using an Open Approach, Students are committed to solving problems and planning solutions based on prior knowledge and experience.  Flexibility in problem solving, students are able to explain and reason their own ideas. They examine and discuss ideas that arise to link them to mathematical concepts, as well as apply what they have learned to real-life.

         2) Emotional engagement: using an open approach to open-ended problem situations that students are unfamiliar with can stimulates students' interest. Problem solving becomes fun and challenging for students. They pride themselves on solving problems on their own including debating during problem solving. A class that focuses on thought processes rather than answers make students less anxious and more confident in expressing their opinions.

          3) behavioral engagement: Using an open approach stimulates students' interest in communicating, discussing, and exchanging mathematical ideas. Students discuss how to solve problems and help each other gain knowledge and accept different opinions.