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

Kwanta Panbanlame^{1*}, Kiat Sangaroon^{2}, Maitree Inprasitha^{3}

^{1}Doctoral Program in Mathematics Education, Khon Kaen University, Khon Kaen, Thailand.

^{2}Department of Mathematics, Faculty of Science, Khon Kaen University, Khon Kaen, Thailand.

^{3}Center for Research in Mathematics Education, Khon Kaen University, Khon Kaen, Thailand.

**DOI: **10.4236/psych.2014.513161
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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.

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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.

Conflicts of Interest

The authors declare no conflicts of interest.

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