Key Universal Activities of Mathematical Learning in Problem Solving Mathematics Classroom

Affiliation(s)

Master Program in Mathematics Education, Faculty of Education, Khon Kaen University, Khon Kaen, Thailand.

Doctoral Program in Mathematics Education, Faculty of Education, Khon Kaen University, Khon Kaen, Thailand.

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

Master Program in Mathematics Education, Faculty of Education, Khon Kaen University, Khon Kaen, Thailand.

Doctoral Program in Mathematics Education, Faculty of Education, Khon Kaen University, Khon Kaen, Thailand.

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

ABSTRACT

To enhance students’ problem solving potential, an important skill for 21st century, teachers should concern what kinds of authentic-mathematics experiences that students can get through problem solving (Cai, Mamona-Downs, & Weber, 2005). In addition, mathematics classroom approach has changed radically from a drill-and-practice approach to more insight-based problem oriented approach (Van Oers, 2002). According to a problem solving mathematics classroom, in which an open approach is used as a teaching approach, students are required to adapt what they have learned to solve problem situations (Inprasitha, 2010). These problem situations are designed based on students’ experiences. Regarding these points, a purpose of this study was to investigate key universal activities, which are based on Bishop (1988) who presented the key universal activities as foundations for students’ mathematical learning. Case study was employed in this study. Video and audio tape recording, and field note taking were used as methods for collecting data of a targeted group including six of grade 1 students in 2010 academic year of a school participating the Project for Professional Development of Mathematics Teachers through Lesson Study and Open Approach. Data were analyzed by using descriptive statistic and analytic description. The results showed that there were various key universal activities in each problem situation occurring in problem solving mathematics classroom. These key universal activities have been enhancing the students to solve the problems efficiently.

To enhance students’ problem solving potential, an important skill for 21st century, teachers should concern what kinds of authentic-mathematics experiences that students can get through problem solving (Cai, Mamona-Downs, & Weber, 2005). In addition, mathematics classroom approach has changed radically from a drill-and-practice approach to more insight-based problem oriented approach (Van Oers, 2002). According to a problem solving mathematics classroom, in which an open approach is used as a teaching approach, students are required to adapt what they have learned to solve problem situations (Inprasitha, 2010). These problem situations are designed based on students’ experiences. Regarding these points, a purpose of this study was to investigate key universal activities, which are based on Bishop (1988) who presented the key universal activities as foundations for students’ mathematical learning. Case study was employed in this study. Video and audio tape recording, and field note taking were used as methods for collecting data of a targeted group including six of grade 1 students in 2010 academic year of a school participating the Project for Professional Development of Mathematics Teachers through Lesson Study and Open Approach. Data were analyzed by using descriptive statistic and analytic description. The results showed that there were various key universal activities in each problem situation occurring in problem solving mathematics classroom. These key universal activities have been enhancing the students to solve the problems efficiently.

Cite this paper

Laah-On, S. , Intaros, P. & Sangaroon, K. (2013). Key Universal Activities of Mathematical Learning in Problem Solving Mathematics Classroom.*Creative Education, 4,* 700-704. doi: 10.4236/ce.2013.411099.

Laah-On, S. , Intaros, P. & Sangaroon, K. (2013). Key Universal Activities of Mathematical Learning in Problem Solving Mathematics Classroom.

References

[1] Barell, J. (2010). Problem-based learning: The foundation for 21st Century skills. In J. Bellanca, & R. Brandt (Eds.), 21st Century skills: Rethinking how students learn (pp. 175-200). Bloomington: Solution Tree Press.

[2] Bellanca, J., & Brandt, R. (Wongkitrungreuang, W., & Jittaphreuk, A. Trans.) (2011). 21st Century skills: Rethinking how students learn. Bangkok: Openworlds.

[3] Bishop, A. J. (1988). Mathematical enculturation. A cultural perspective on mathematics education. Dordrecht: Kluwer Academic Publishers. http://dx.doi.org/10.1007/978-94-009-2657-8

[4] Cai, J., Mamona-Downs, J., & Weber, K. (2005). Mathematical problem solving: What we know and where we are going. Journal of Mathematical Behavior, 24, 217-220.

http://dx.doi.org/10.1016/j.jmathb.2005.09.014

[5] Forman, E. A. (1996). Learning mathematics as participation in classroom practices: Implication of sociocultural theory for educational reform. In L. P. Steffe, & P. Nesher (Eds.), Theory of mathematical learning (pp.115-130). Mahwah: Lawrence Erlbaum Associates.

[6] Inprasitha, M., Pattanajak, A., & Prakaikam, T. (2007). Context preparation for Japanese professional development called “lesson study”, using in Thailand. In Proceedings of the 1st Japanese Studies Network Thailand (pp.152-163). Sangsue: Bangkok. (in Thai)

[7] Inprasitha, M. (2008). Thailand’s experience in lesson study for enhancing quality in education. In Proceedings of International Conference of Educational Research (ICER) (pp. 226-235). Khonkaen: Khon Kaen University.

[8] Inprasitha, M., & Isoda, M. (2010). Study with your friends. Mathematics for elementary school 1st grade. Khonkaen: Klungnana Vitthaya Press. (in Thai)

[9] Inprasitha, M. (2010). One feature of adaptive lesson study in Thailand: Designing learning unit. In Proceedings of 45th Korean National Meeting of Mathematics Education (pp. 193-206). Seoul: Korean Society of Mathematics Education.

[10] Inprasitha, M. (2011). One feature of adaptive lesson study in Thailand: Designing learning unit. Journal of Science and Mathematics Education, 34, 47-66.

[11] Van Oers, B. (2002). Educational forms of initiation in mathematical culture. In C. Kieran, E. Forman, & A. Sfard (Eds.), Learning discourse. Discursive approaches to research in mathematics education (pp. 59-85). Dordrecht: Kluwer Academic Publishers.

[1] Barell, J. (2010). Problem-based learning: The foundation for 21st Century skills. In J. Bellanca, & R. Brandt (Eds.), 21st Century skills: Rethinking how students learn (pp. 175-200). Bloomington: Solution Tree Press.

[2] Bellanca, J., & Brandt, R. (Wongkitrungreuang, W., & Jittaphreuk, A. Trans.) (2011). 21st Century skills: Rethinking how students learn. Bangkok: Openworlds.

[3] Bishop, A. J. (1988). Mathematical enculturation. A cultural perspective on mathematics education. Dordrecht: Kluwer Academic Publishers. http://dx.doi.org/10.1007/978-94-009-2657-8

[4] Cai, J., Mamona-Downs, J., & Weber, K. (2005). Mathematical problem solving: What we know and where we are going. Journal of Mathematical Behavior, 24, 217-220.

http://dx.doi.org/10.1016/j.jmathb.2005.09.014

[5] Forman, E. A. (1996). Learning mathematics as participation in classroom practices: Implication of sociocultural theory for educational reform. In L. P. Steffe, & P. Nesher (Eds.), Theory of mathematical learning (pp.115-130). Mahwah: Lawrence Erlbaum Associates.

[6] Inprasitha, M., Pattanajak, A., & Prakaikam, T. (2007). Context preparation for Japanese professional development called “lesson study”, using in Thailand. In Proceedings of the 1st Japanese Studies Network Thailand (pp.152-163). Sangsue: Bangkok. (in Thai)

[7] Inprasitha, M. (2008). Thailand’s experience in lesson study for enhancing quality in education. In Proceedings of International Conference of Educational Research (ICER) (pp. 226-235). Khonkaen: Khon Kaen University.

[8] Inprasitha, M., & Isoda, M. (2010). Study with your friends. Mathematics for elementary school 1st grade. Khonkaen: Klungnana Vitthaya Press. (in Thai)

[9] Inprasitha, M. (2010). One feature of adaptive lesson study in Thailand: Designing learning unit. In Proceedings of 45th Korean National Meeting of Mathematics Education (pp. 193-206). Seoul: Korean Society of Mathematics Education.

[10] Inprasitha, M. (2011). One feature of adaptive lesson study in Thailand: Designing learning unit. Journal of Science and Mathematics Education, 34, 47-66.

[11] Van Oers, B. (2002). Educational forms of initiation in mathematical culture. In C. Kieran, E. Forman, & A. Sfard (Eds.), Learning discourse. Discursive approaches to research in mathematics education (pp. 59-85). Dordrecht: Kluwer Academic Publishers.