Whole-Class Discussion Enhancing Analytical Thinking for Grade 3 Students in a Mathematics Classroom Using TLSOA
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Abstract
This research aimed to: 1) Examine the characteristics of whole-class discussions that promote analytical thinking; 2) Analyze teacher practices in facilitating these discussions; and 3) Investigate students' analytical thinking abilities compared to a 75% criterion. The participants consisted of 32 third-grade students who had consistently learned through the Open Approach since first grade, and one expert teacher with over 10 years of experience in Thailand Lesson Study incorporated with Open Approach (TLSOA). Research instruments included lesson plans, behavioral observation forms, and an analytical thinking test. Qualitative data were analyzed by using thematic analysis. The quantitative data were analyzed by using descriptive statistics and the one-sample t-test.
The results revealed that: 1) the whole-class discussions functioned as an intellectual public arena, utilizing students' misconceptions as strategic learning tools and employing Japanese blackboard practice (Bansho) to systematically record footprints of thinking; 2) the teacher purposefully facilitated discussions through the Five Practices, comprising anticipating, monitoring, selecting, sequencing, and connecting mathematical ideas; and 3) the students' average analytical thinking ability was significantly higher than the 75% criterion at the .05 level of significance. Students demonstrated particularly high performance in problem understanding and logical reasoning.
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References
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