Students' mathematization in mathematics classrooms using the Thailand lesson study incorporated open approach model

Abstract

Purpose

The purpose of this paper is to explore students' mathematization through a flow of lessons using the Thailand Lesson Study Incorporated Open Approach (TLSOA) to improve the excellence of instruction.

Design/methodology/approach

A total of 16 Grade 4 students were selected because they have been taught using the TLSOA model for four years. Six Lesson Study (LS) team members participated, and two instruments were utilized, namely student worksheets, and field notes. An ethnographic research design was employed.

Findings

The results revealed that the students' mathematical ideas were developed from the real world to the mathematical world through a flow of lessons based on the four phases of the Open Approach (OA).

Practical implications

Firstly, the students demonstrated their ability to represent the real world independently when the teacher posed an open-ended problem. Secondly, the students demonstrated their ability to use semi-concrete aids to develop their ideas while self-learning. Thirdly, the students showed how they developed their ideas to solve the open-ended problem using relevant objects or related concepts as part of a whole-class discussion and comparison exercise. Finally, the students demonstrated their abilities to represent the mathematical world using numbers and symbols to communicate their ideas when they were required to make a summary by connecting their mathematical ideas.

Originality/value

This study adds new insight to the literature on students' mathematization using the TLSOA model.