Abstract
The purpose of this research aimed to analyze students' mathematical thinking that occurred in task sequence on division. The participants were 9 students in grade 4. The research methodology was qualitative method based on Lesson Study processes: collaboratively plan 5 research lessons, collaboratively do with include 4 steps of Open Approach: 1) posing open-ended problems, 2) students’ self-learning, 3) whole-class discussion and comparison, and 4) summarizing by connecting students’ mathematical ideas. Finally process was collaboratively reflection after lesson. Data collected from students’ worksheet, textbook, and field note. The results showed that in mathematics classrooms using the Open Approach, students' mathematical thinking occurred in order of task sequence on division from all 4 characteristics which were 1) The specification of the tasks allowed students to discover the rules of division by seeing the relations of the symbolic sentences generated from the tasks, 2) The generalization of tasks prompted students to generalize the relations of division rules discovered in tasks with specificity, 3) The extension of the tasks allowed students to apply division rules to expand learning to solve division tasks of tens and hundreds, and 4) The integration allowed students to integrate the rules of division and also the division of tens and hundreds in order to solve the division of large numbers.
Author Information
Sitthiwat Saripan, Khon Kaen University, Thailand
Narumon Changsri, Khon Kaen University, Thailand
Maitree Inprasitha, Khon Kaen University, Thailand
Paper Information
Conference: ACE2023
Stream: Learning Experiences
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Saripan S., Changsri N., & Inprasitha M. (2024) An Analysis of Students’ Mathematical Thinking Through Task Sequence on Division in Classroom Using Open Approach ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.164
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.164
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