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Students’ Intuition in Mathematics Class Using Lesson Study and Open Approach

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The
objective of this article is to investigate students’ intuition in mathematics
class using Lesson Study and Open Approach. The research methodology employed
was the qualitative research methods of teaching experiment combined with an
ethnographic study. The study’s target group consists of three Grade 2 students
at Ban Bueng Niam Bueng
Krainoon School in Khon Kaen Province
during the 2012 Academic Year. This is the school that participated in the
professional development of mathematics teachers with Lesson Study and Open
Approach innovation project. The researcher collected data from a mathematics
class that taught multiplication learning unit (1) from the mathematics
textbook for Grade 2 students. This is the textbook used in the professional
development of mathematics teachers with Lesson Study and Open Approach
innovation project. The research findings are: Mathematics class using Lesson
Study and Open Approach allows students to intuitively learn the content of a
basic multiplication unit. Students’ intuition was developed during Step 1
(posing open-ended problems) and Step 2 (students’ self-learning through
problemsolving) of the Open Approach process. Students intuitively discovered
the repeated addition and multiplication methods in solving multiplication
problems.

KEYWORDS

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Panbanlame, K. , Sangaroon, K. & Inprasitha, M. (2014). Students’ Intuition in Mathematics Class Using Lesson Study and Open Approach.

*Psychology, 5,*1503-1516. doi: 10.4236/psych.2014.513161.

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