Open AccessThe innovative lesson study for enhancing students’ mathematical ideas about addition and subtraction through open approach
Author(s) -
Naphaporn Woranetsudathip,
Chokchai Yuenyong,
TienTrung Nguyen
Publication year - 2021
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 - 10.1088/1742-6596/1835/1/012061
Subject(s) - lesson study , lesson plan , mathematics education , process (computing) , interpretation (philosophy) , plan (archaeology) , computer science , reflection (computer programming) , pedagogy , psychology , professional development , archaeology , history , programming language , operating system
The paper aimed to clarify the innovative lesson study learning activities of “how many and how many”. The activities provided concept of mathematical addition which were developed through open approach. The development of initiative the innovative lesson study learning activities on mathematical addition was processed based on Lesson Study. Methodology regarded interpretive paradigm. The understanding of innovative learning activities was developed through the activity of lesson study. The tools of interpretation included participant observation, reflection of lesson study teachers, and developing lesson plan document. Through this process, the learning activities could be clarified in this paper. The highlight of learning of activities included 1) making 5 and 6 from the Opaque and translucent double slit box (OTD box), 2) making 7 from playing 2 dices for 7 times, and 3) Making ten from the two slits box. The paper will discuss more about these three activities. These activities may have implications to mathematical teaching through open approach for primary school students.