MATHEMATICAL THINKING DEVELOPMENT UNDER THE LESSON STUDY AND OPEN APPROACH CONTEXT ON SHAPES

Abstract

This article focuses on study the development of mathematical thinking on shapes and forms in the context of Lesson Study and Open Approach by using a qualitative research method. The results revealed that for developing students’ mathematical thinking on shapes, students learn shapes from; 1) familiarizing themselves by the shapes observing and touching in order to differentiate the shapes by discussing the shapes they brought and objects guessing by identifying touch, 2) building the shape understanding by touching through arranging a game of sorting the objects to the highest top, 3) students observe the shape and sides of each shape by paying intention with a determined shape through creating an preferable object from the prepared shape, 4) students copy a 3D objects to create a figure from the 2D shape based on their imagination in order to learn specific characters of the shapes. For learning the definitions of mathematical shapes in the next grade, students were allowed to create an imaginary image by copying shapes presented in which the classroom contexts and open methods help developing their mathematical thinking through classroom planning together. The classroom study team has the tools to design lessons with problem-solving textbooks through 4 steps teaching planning based on the open approach that emphasizes students’ thought. When the learning management plan was introduced into the classroom, it was found that by the development of students’ mathematical thinking on shapes in the context of lesson study and open approach, students had learned by observing and shape touching to classify or grouping the similar shapes or same as determined by the students, the students then developed their thought for specific shape learning and leading to 3D and 2D shapes learning.