Students’ Mathematical Procedural Fluency in mathematics Classroom by Open Approach

Abstract

This research aims to study of students’ Mathematical Procedural Fluency in mathematics classroom by Open Approach in area topics. The target group were 54 students in primary school from school network on the development of Mathematics Teachers by Lesson Study and Open Approach. Research methodology used mixed method. Research tools includes: lesson plans, students’ tasks, open ended test, voice recorder. The data analyzed by framework of Kilpatrick et al. (2001); 1) students are able to choose flexibly among methods and strategies to solve contextual and mathematical problem 2) students understand and are able to explain their approaches 3) students are able to produce accurate answers efficiently. The data were analyzed by descriptive analysis and statistical used percentage.

The research results found that : Students’ Mathematical Procedural Fluency in mathematics Classroom by Open Approach in area topics as follows : 1) students can choose flexibly among methods and strategies to solve contextual and mathematical problem by students use deviding the grids and using the formula to find the rectangular area were 87.04 percent. 2) students can write and describe theirs approach as reasonable by students describe the relation of deviding the grids and using the formula to find the rectangular area were 87.04 percent and 3) students can confirm theirs approach and answers efficiently by students using the grid divider with the formula to find the area to confirm the correctness of the corresponding answer were 83.33
percent. Thus mathematics classroom by Open Approach can support students’ Mathematical Procedural Fluency.