CE  Vol.5 No.16 , September 2014
Language and Symbol Students Use in Thai Mathematical Classroom of Lesson Study and Open Approach
ABSTRACT
This study aims to investigate language and symbol students use in Thai mathematical classroom in the context of Lesson Study and Open Approach. The results reveal that the students use language and symbol in three characteristics. Firstly, the students use mathematical symbols to represent mathematical operations. Secondly, the students use oral words to communicate their ideas of mathematical operations. Thirdly, the students draw figures and use diagrams to communicate their ideas of mathematical operations.

Cite this paper
Premprayoon, K. , Loipha, S. and Inprasitha, M. (2014) Language and Symbol Students Use in Thai Mathematical Classroom of Lesson Study and Open Approach. Creative Education, 5, 1523-1527. doi: 10.4236/ce.2014.516169.
References
[1]   The Institute for the Promotion of Teaching Science and Technology and Ministry of Education (2013). PISA 2012 Results in Mathematics, Reading, and Sciences, Executive Report. Samut Prakan: Advance Printing Service.

[2]   Loipha, S., & Inprasitha, M. (2004). New Teaching Professional Development to Promote Mathematical Learning. KKU Journal of Mathematics Education, 1, 8-28.

[3]   Becker, J. P., & Shimada, S. (1997). The Open-Ended Approach: A New Proposal for Teaching Mathematics. Reston, Virginia: National Council of Teachers of Mathematics.

[4]   Council of Australian Governments (2008). National Numeracy Review Report.
http://www.coag.gov.au/reports/docs/national_numeracy_review.pdf

[5]   Inprasitha, M. (2004). Movement of Lesson Study in Thailand. Denmark.

[6]   Inprasitha, M. (2010). One Feature of Adaptive Lesson Study in Thailand—Designing Learning Unit. In Proceedings of the 45th Korean National Meeting of Mathematics Education (pp. 193-206). Gyeongju: Dongkook University.

[7]   O’Halloran, K. L. (2000). Classroom Discourse in Mathematics: A Multisemiotic Analysis. Linguistics and Education, 10, 359-388.
http://dx.doi.org/10.1016/S0898-5898(99)00013-3

[8]   Pimm, D. (1987). Speaking Mathematically: Communication in Mathematics Classrooms. New York: Routledge & Kegan Paul.

[9]   Schleppegrell, M. J. (2007). The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review. Reading & Writing Quarterly, 23, 139-159.
http://dx.doi.org/10.1080/10573560601158461

 
 
Top