Abstract

The paper aimed to clarify the innovative lesson study learning activities of “how many and how many”. The activities provided concept of mathematical addition which were developed through open approach. The development of initiative the innovative lesson study learning activities on mathematical addition was processed based on Lesson Study. Methodology regarded interpretive paradigm. The understanding of innovative learning activities was developed through the activity of lesson study. The tools of interpretation included participant observation, reflection of lesson study teachers, and developing lesson plan document. Through this process, the learning activities could be clarified in this paper. The highlight of learning of activities included 1) making 5 and 6 from the Opaque and translucent double slit box (OTD box), 2) making 7 from playing 2 dices for 7 times, and 3) Making ten from the two slits box. The paper will discuss more about these three activities. These activities may have implications to mathematical teaching through open approach for primary school students.

Details

Title
The innovative lesson study for enhancing students’ mathematical ideas about addition and subtraction through open approach
Author
Woranetsudathip, Naphaporn 1 ; Yuenyong, Chokchai 2 ; Tien-Trung Nguyen 3 

 Khon Kaen University Demonstration Primary School, Khon Kaen, Thailand 
 Faculty of Education, Khon Kaen Universtiy, Khon Kaen, Thailand 
 Institute of Theoretical and Applied Research, Duy Tan University, Hanoi, 100000, Vietnam; Vietnam Journal of Education, Ministry of Education and Training, Hanoi, Vietnam 
Publication year
2021
Publication date
Mar 2021
Publisher
IOP Publishing
ISSN
17426588
e-ISSN
17426596
Source type
Scholarly Journal
Language of publication
English
ProQuest document ID
2511971080
Copyright
© 2021. This work is published under http://creativecommons.org/licenses/by/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.