Contextual Factors in the Open Approach-Based Mathematics Classroom Affecting Development of Students’ Metacognitive Strategies

Affiliation(s)

Department Doctoral Program in Mathematics Education, Khon Kaen University, Thailand.

Center for Research in Mathematics Education, Khon Kaen University, Thailand.

Department of Mathematics, Faculty of Science, Khon Kaen University, Thailand.

Department Doctoral Program in Mathematics Education, Khon Kaen University, Thailand.

Center for Research in Mathematics Education, Khon Kaen University, Thailand.

Department of Mathematics, Faculty of Science, Khon Kaen University, Thailand.

ABSTRACT

The objective of this research was to study the effect that contextual factors have on the development of students’ metacognitive strategies in the open approach-based mathematics classroom: the framework for learning and teaching activities in the class, the teacher’s role, and students’ role. The methodology was based on ethnographic research and Begle’s conceptual framework (1969), which focused on observation and study on the nature of occurrences. In the context, the researcher conducted participatory classroom observation. The target groups were a mathematics teacher, who is a student as a math teaching practitioner, and four elementary school students at Grade 1 ranging from 6 to 7 years of age from Koo Kham Pittayasan School. Data were collected from 3 learning units totaling 6 study periods. Qualitative data analysis procedures were based on analyzing videos, protocols, students’ written work, and time units for dealing with activities and narrative description. The concept of 4 open approach-based teaching steps (Inprasitha, 2010) was considered for the analysis of the teacher’s teaching behavior and students’ problem solving behavior. The study findings suggest that contextual factors in the open approach-based mathematics classroom affect the development of students’ metacognitive strategies in which the teacher has planned learning management related to learning unit structures and focused on instructional activities allowing students “to create knowledge from learning how to solve problems by themselves”. In addition, the study demonstrates that the teacher and students have different roles in each teaching step.

Cite this paper

Suriyon, A. , Inprasitha, M. & Sangaroon, K. (2013). Contextual Factors in the Open Approach-Based Mathematics Classroom Affecting Development of Students’ Metacognitive Strategies.*Sociology Mind, 3,* 284-289. doi: 10.4236/sm.2013.34038.

Suriyon, A. , Inprasitha, M. & Sangaroon, K. (2013). Contextual Factors in the Open Approach-Based Mathematics Classroom Affecting Development of Students’ Metacognitive Strategies.

References

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[1] Begle, E. G. (1969). The role of research in the improvement of mathematics education. Educational Studies in Mathematics, 2, 232-244. http://dx.doi.org/10.1007/BF00303460

[2] Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-236). Hillsdale, NJ: Erlbaum.

[3] Gakkoh Tosho Co., LTD (1999). Study with your friends MATHEMATICS for elementary school 1st grade Gakkoh Tosho. Tokyo: Gakkotosho Co., LTD.

[4] Inprasitha, M. (2004). Teaching by open-approach method in Japanese Mathematics Classroom. KKU Journal of Mathematics Education, 1, 1-17.

[5] Inprasitha, M. (2010). One feature of adaptive lesson study in Thailand—Designing learning unit. Proceeding of the 45th Korean National Meeting of Mathematics Education (pp. 193-206). Gyeongju: Dongkook University.

[6] Lesh, R. (1982). Metacognition in mathematical problem solving. Unpublished manuscript.

[7] Lester, F. K. (1994). Musings about mathematical problem-solving research: 1970-1994. Journal for Research in Mathematics Education, 25, 660-675. http://dx.doi.org/10.2307/749578

[8] Polya, G. (1957). How to solve it (2nd ed.). Princeton, NJ: Princeton University Press.

[9] Schoenfeld, A. H. (1982). Some thoughts on problem solving research and mathematics education (pp. 27-37). Mathematical problem solving: Issue in research. Philadelphia: Franklin Institute Press.

[10] Schoenfeld, A. H. (1985). Mathematical problem solving. New York: Academic Press.

[11] Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grows (Ed.), Handbook of research on mathematics teaching and learning (pp. 334-370). New York: Macmillan.

[12] Silver, E. A. (1982). Thinking about problem solving: Toward an understanding of metacognitive aspects of mathematical problem solving. Paper Prepared for the Conference on Thinking, Fiji.

[13] Silver, E. A. (1985). Research on teaching mathematical problem solving: Some underrepresented themes and needed directions. Teaching and learning mathematical problem solving: Multiple research perspectives. Hillsdale: Lawrence Erlbaum Associates.