Students’ Ability in using Small-group Mathematical Communication and Attitude toward Mathematics Learning in Classroom Using Lesson Study and Open Approach

Abstract

Lesson Study (LS) and Open Approach (OA) were adapted for improving teaching and learning in mathematics classrooms in Thailand since 2002 (Inprasitha, 2011). In the context of classroom using LS and OA, Triad Feedback was synthesized by Thinwiangthong (2012) in order to be framework for study of Small-group Mathematical Communication (SMC) as important learning process. This study had implementing Triad Feedback in classrooms as a part of the Students’ Mathematical Higher Thinking Development Project in Northeastern of Thailand (Inprasitha, 2014), launching by Center for Research in Mathematics Education. The objective is to investigate of 147 seventh-grade students’ ability in using SMC for learning mathematics and attitude toward mathematics learning. Teaching experiment was used as research methodology. Workshop of teaching approach to encourage students’ SMC was organized by involved 22 seventh-grade teachers from 5 project schools as participants in 2014 academic year. Data were collected by classroom video recording and questionnaire. Qualitative data was analyzed by Triad Feedback in video analysis means and quantitative data was analyzed by basic statistics. The findings showed that all of classrooms in this study, students have ability in using SMC for learning mathematics, especially during the 2nd phase of OA (i.e. Students’ self learning). The teaching approach that determined sub steps in this phase, i.e. think alone – think with peer – think in group, is a teaching strategy to engage the students with opportunities to use SMC for meaningful learning mathematics. The students’ attitudes toward mathematics learning rely on positive ways, these attitudes might were formed by repeating of emotional experience in SMC.