Open AccessLevels of Discourse in Mathematics Classroom using Lesson Study and Open Approach
Author(s) -
Korkiat Raethong,
Sampan Thinwiangthong
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1340/1/012087
Subject(s) - mathematics education , class (philosophy) , lesson plan , pedagogy , field (mathematics) , qualitative research , unit (ring theory) , discourse analysis , plan (archaeology) , psychology , computer science , mathematics , sociology , linguistics , social science , philosophy , artificial intelligence , pure mathematics , archaeology , history
Start your abstract here… This research aimed to analyze levels of discourse in mathematics classroom using lesson study and open approach. It use of qualitative research methodology by focusing on protocol analysis and analytical description. Target group was a mathematics teacher and 30 seventh grade students in 2nd semester of school year 2017 at Kaeng-Khro Wittaya School, Chaiyaphum. The research instruments were consisted of lesson plan, field note, students’ writing work, video recorder and camera recorder. The collected data was analyzed by 4 steps of open approach [7]. and levels of discourse [19]. Research result found that levels of discourse in mathematics classroom represented as following details: 1) Posing open-ended problem, it was found 4 levels of discourse. In early class of learning unit, it was found the level of 0-1 which the teacher had posed open-ended problem before explained the problem with asking some short question to the students for checking their understanding whereas in latter class of learning unit, it was found the level of 2-3 which the teacher had posed open-ended problem then the student questioned and discussed the problem together; 2) Students’ self learning, it was discovered 2 levels of discourse which were the level of 2-3. In this discourse, students had questioned and explained about problem solving methods and the teacher had asked the students to clearly describe their problem solving methods together; 3) Whole class discussion and comparison, it was found 2 levels of discourse which were the levels of 2-3. In this discourse, students demonstrated and expressed their own problem solving ideas and other students questioned about their own doubt about each ideas in classroom. The teacher ordered the students’ ideas presentation; 4) Summarization through connecting students’ mathematical ideas emerged in the classroom; it was showed 2 levels of discourse which this learning unit was found the levels of 2-3. In this discourse, teacher encouraged the students to confirm the ideas obtained from listening to reasons of each idea together for discussion and summarization in classroom.