PRE-SERVICE TEACHERS’ COLLABORATIVELY DESIGN OPEN-ENDED PROBLEM SITUATION

Abstract

This paper was aimed to explore pre-service teachers’ open - ended problem situations designing collaboratively in lesson study. This study was a qualitative research. The target group is 10 pre-service teachers in the early stages of learning and practice with lesson study and open approach as innovations. The data was collected from compact lesson plan form, videotaping and voice recording while participants were collaborative working, mathematics lesson on weight, circle and graph, and interviewing. Analysis methods were protocol analysis and descriptive analysis was used to describe the information. The research results were found that in context design, participants faced  difficulties as follows:
(1) difficulty on designing the context of a problem situation, participants were unable to decide whether the problem situations were consistent with the student's experience. (2) difficulty on design the context in line with the key materials which students had to deal with in solving problem. (3) difficulty on context design of multi-sequence activities, participants were unable to link the contexts of each sequence to be continuity. For condition design, participants faced  difficulties as follows: (1) difficulty on directions design that only emphasized on ordering students to act on what teacher expected directly not give students opportunities to think and solve problem by themselves. (2) difficulty on conjecturing students’ mathematical ideas, they anticipated at the level of students’ behavior, but do not anticipate a wide range of mathematical ideas and possible reasoning that could lead to effectively discussing in classroom.