EMOTIONAL ASPECT OF STUDENTS’ MATHEMATICAL REASONING HABITS IN MATHEMATICS CLASSROOM IMPLEMENTING LESSON STUDY AND OPEN APPROACH
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Abstract
Objective of this research is to analyze the emotional aspect of students’ mathematical reasoning habits in a mathematics classroom using Lesson Study and Open Approach. The target groups were grade 3rd students from Ban NonsankhamNongsalaSisa-at School, Amphoe Kantharalak, Sisaket Province, about 8 students, who were in the second semester of 2018 and they were selected by purposive sampling and collected data by In-depth interview, Observation, Recording images and videos, and then analyzed qualitative data by using the triangulation method. The research’s results found that as the Inprasitha’s concept (2011): Lesson Study supported those aspects by the collaboration of researcher, research assistants, and teacher, and Open Approach showed 4 mathematical reasoning habits that are Analyzing the problem, Implementing the strategy, Using connection and Reflecting the solution. There are emotional aspects that occurred in the classroom, as the following; 1. Posing open-ended problem, students had their own problems and were excited to analyze those problems. 2. Students’ self learning, students were pondered when analyzed those problems, they were excited to get ideas from strategy implementation, they were pleased when connected some idea, and they were confident when reflected how to solve the problem on their own, 3. Whole class discussion, students compared similar and contrast ideas during the discussion with their friends in the whole class, they were pondered when analyzing the problems in front of the class, were excited about the strategy to solve the problems all whole class, and they were pleased when connected their ideas with students. And 4. Summarize through connecting students’ mathematical ideas emergent in the classroom, students were pleased when they connected mathematical ideas in their whole class to be the how to learn in the next period.
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