Teacher’s Listening in Teaching Mathematics Using an Open Approach

Kanjana  Wetbunpot; Narumol  Inprasitha

doi:10.4236/ce.2015.614160

Kanjana Wetbunpot¹, Narumol Inprasitha²

Abstract: The objective of this study was to analyze the effects of teachers’ listening in teaching mathematics using an open approach on their teaching roles. The target group of this research study consisted of a mathematics teacher and 12 students of the first graders. The classroom used has continually been under the lesson study and open approach context. In this study, data were collected from observation and recording of teachers’ listening behavior and their teaching roles. Descriptive analysis was employed in data analysis. Research findings indicated that teachers’ listening during mathematics teaching by an open approach caused the teachers to play the teaching roles as follows: 1) teachers listened to stimulate the students to consider problems from the pictures and storytelling of the problem situations. Roles played by the teachers included presenting the situation pictures, telling stories about child playground activities, and asking students questions about the sources of their ideas; 2) teachers listened to collect the students’ mathematical ideas. The roles played by the teachers included observing and recording the students’ ideas and encouraging the students to show their thinking methods by asking them questions; 3) teachers listened to explain and compare the students’ ideas expressed. The roles played by the teachers included discussing and expanding the students’ ideas by posting supplementary media; and 4) teachers listened to summarize learning methods from the students’ ideas. The roles played by the teachers included asking the students about what they had learned and writing down the lessons learned.

Keywords: Teacher’s Listening, Open-Approach, Mathematics Teaching, Teaching Role

Cite this paper: Wetbunpot, K. and Inprasitha, N. (2015) Teacher’s Listening in Teaching Mathematics Using an Open Approach. Creative Education, 6, 1597-1602. doi: 10.4236/ce.2015.614160.

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