Students’ Abstraction Process Based on Compression into Thinkable Concept from Blending Embodiment and Symbolism under Context Lesson Study and Open Approach

Nisara Suthisung, Maitree Inprasitha

Center for Research in Mathematics Education, Faculty of Education, Khon Kean University, Khon Kean, Thailand.
Doctoral Program in Mathematics Education, Faculty of Education, Khon Kean University, Khon Kean, Thailand.

DOI: 10.4236/psych.2012.39110                

Abstract

The objective of mathematics learning and teaching was to develop students’ concept in content so that the persons as teachers, educators, and researchers would try to search for instruments, and know for comprehending the students’ existing concepts. The study abstraction process based on compression into thinkable concept was to be a major guideline in considering and findings answer in order to understand the students’ concept (Gray & Tall, 2007). In Thai classroom using Lesson Study and Open Approach produced the students’ mathematical thinking by using open-ended problems with designed material for supporting interaction of students and their problem solving arithmetic (Inprasitha, 1997). According to view of Tall (2007a) suggested a parallel construction of compression in the symbolism and embodiment to thinkable concept. This paper aim to analyze the students’ abstraction process based on compression into thinkable concept from blending embodiment and symbolism. The four first grader as targeted group at Kookham Pittayasan School, a project school with supported by CRME, Faculty of Education, Khon Kaen University, Thailand. For research design used ethnographic study and teaching experiment. The collected data were used video analysis, interviewing, and students’ task analysis. The research revealed that, the students’ thinking shift steadily from performing sequence of parallel compression from actions being linked together in increasingly sophisticated ways to thinkable concept in embodiment and symbol- ism. This research revealed that Lesson Study incorporated Open Approach as teaching approach pro- vided to students’ abstraction process from considering that they manipulated with designed materials for supporting and checking their various symbolic thinking before into same effect on arithmetic operation.

Keywords

Lesson Study; Open Approach; Abstraction Process; Embodiment and Symbolism;Compression to Thinkable Concept

Conflicts of Interest

The authors declare no conflicts of interest.

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