Teacher’s Listening in Teaching Mathematics Using an Open Approach
Affiliation(s)
1 Centre of Excellence in Mathematics, CHE, Bangkok, Thailand. 2 Faculty of Education, Khon Kaen University, Khon Kaen, Thailand.
1 Centre of Excellence in Mathematics, CHE, Bangkok, Thailand. 2 Faculty of Education, Khon Kaen University, Khon Kaen, Thailand.
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.
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.
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.
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.
References
[1] Arcavi, A., & Isoda, M. (2007). Learning to Listen: From Historical Sources to Classroom Practice. Educational Studies in Mathematics, 66, 111-129.
http://dx.doi.org/10.1007/s10649-006-9075-8 [2] Ball, D. L., & Cohen, D. K. (1999). Developing Practice, Developing Practitioners toward a Practice-Based Theory of Professional Education. In L. Darling-Hammond, & G. Sykes (Eds.), Teaching as the Learning Profession (pp. 3-32), Handbook of Policy and Practice, San Francisco, CA: Jossey-Bass. [3] Boles, K., Troen, V., & Kamii, M. (1997). From Carriers of Culture to Agents of Change: Teacher-Initiated Professional Development in the Learning/Teaching Collaborative Inquiry Seminars. Chicago, IL: The Annual Meeting of the American Educational Research Association. [4] Carpenter, T., & Fennema, E. (1992). Cognitively Guided Instruction: Building on the Knowledge of Students and Teachers. International Journal of Educational Research, 17, 457-470.
http://dx.doi.org/10.1016/s0883-0355(05)80005-9 [5] Cobb, P., Jaworski, B., & Presmeg, N. (1996). Emergent and Sociocultural Views of Mathematical Activity. In Theories of Mathematical Learning (pp. 3-19). Hillsdale, NJ: Lawrence Erlbaum Associates. [6] Davis, B., Sumara, D. J., & Kieren, T. E. (1996).Cognition, Co-Emergence, Curriculum. Journal of Curriculum Studies, 28, 151-169.
http://dx.doi.org/10.1080/0022027980280203 [7] Empson, S. B., & Jacobs, V. J. (2008). Learning to Listen to Children’s Mathematics. In T. Wood (Series Ed.), & P. Sullivan (Vol. Ed.), International Handbook of Mathematics Teacher Education, Vol. 1: Knowledge and Beliefs in Mathematics Teaching and Teaching Development (pp. 257-281). Rotterdam: Sense Publishers. [8] Franke, M. L., & Kazemi, E. (2001). Teaching as Learning within Community of Practice: Characterizing Generative Growth. In T. Wood, B. S. Nelson, & J. Warfield (Eds.), Beyond Classical Pedagogy: Teaching Elementary School Mathematics (pp. 47-74). Mahwah, NJ: Lawrence Erlbaum. [9] Inprasitha, M. (2003). A Reform of Mathematics Learning Process in Schools Focusing on Mathematical Processes. A Report of the Research Council, National Research Council of Thailand. KhonKaen: KhonKaen Publishing. [10] ________ (2011). Problem Solving Classroom in Lesson Study and Open Approach Context. Proceedings of the 16th Annual Meeting in Mathematics (AMM 2011), Thailand, 20-28. [11] Inprasitha, M. et al. (2014). Explanations of How to Use the First Grade Mathematics Textbooks. KhonKaen: KhonKaen University Publishing House. [12] Muir, T. (2006). What Does Effective Teaching for Numeracy Look Like? The Design of an Observation Schedule. In P. Grootenboer, R, Zevenbergen, & M. Chinnappan (Eds.), Identities, Cultures, and Learning Spaces (Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia, Canberra, 368-375). Sydney: MERGA. [13] Sawada, T. (1997). Developing Lesson Plans. In: J. Becker, & S. Shimada (Eds.), The Open-Ended Approach: A New Proposal for Teaching Mathematics (pp. 1-9). Reston, VA: National Council of Teachers of Mathematics. [14] Sherin, M. (2002).When Teaching Becomes Learning. Cognition and Instruction, 20, 119-150.
http://dx.doi.org/10.1207/S1532690XCI2002_1 [15] Yackell, E., Cobb, P., & Wood, T. (1990). The Interactive Constitution of Mathematical Meaning in One Second Grade Classroom: An Illustrative Example. Journal of Mathematical Behaviour, 11, 458-477.
[1] Arcavi, A., & Isoda, M. (2007). Learning to Listen: From Historical Sources to Classroom Practice. Educational Studies in Mathematics, 66, 111-129.
http://dx.doi.org/10.1007/s10649-006-9075-8 [2] Ball, D. L., & Cohen, D. K. (1999). Developing Practice, Developing Practitioners toward a Practice-Based Theory of Professional Education. In L. Darling-Hammond, & G. Sykes (Eds.), Teaching as the Learning Profession (pp. 3-32), Handbook of Policy and Practice, San Francisco, CA: Jossey-Bass. [3] Boles, K., Troen, V., & Kamii, M. (1997). From Carriers of Culture to Agents of Change: Teacher-Initiated Professional Development in the Learning/Teaching Collaborative Inquiry Seminars. Chicago, IL: The Annual Meeting of the American Educational Research Association. [4] Carpenter, T., & Fennema, E. (1992). Cognitively Guided Instruction: Building on the Knowledge of Students and Teachers. International Journal of Educational Research, 17, 457-470.
http://dx.doi.org/10.1016/s0883-0355(05)80005-9 [5] Cobb, P., Jaworski, B., & Presmeg, N. (1996). Emergent and Sociocultural Views of Mathematical Activity. In Theories of Mathematical Learning (pp. 3-19). Hillsdale, NJ: Lawrence Erlbaum Associates. [6] Davis, B., Sumara, D. J., & Kieren, T. E. (1996).Cognition, Co-Emergence, Curriculum. Journal of Curriculum Studies, 28, 151-169.
http://dx.doi.org/10.1080/0022027980280203 [7] Empson, S. B., & Jacobs, V. J. (2008). Learning to Listen to Children’s Mathematics. In T. Wood (Series Ed.), & P. Sullivan (Vol. Ed.), International Handbook of Mathematics Teacher Education, Vol. 1: Knowledge and Beliefs in Mathematics Teaching and Teaching Development (pp. 257-281). Rotterdam: Sense Publishers. [8] Franke, M. L., & Kazemi, E. (2001). Teaching as Learning within Community of Practice: Characterizing Generative Growth. In T. Wood, B. S. Nelson, & J. Warfield (Eds.), Beyond Classical Pedagogy: Teaching Elementary School Mathematics (pp. 47-74). Mahwah, NJ: Lawrence Erlbaum. [9] Inprasitha, M. (2003). A Reform of Mathematics Learning Process in Schools Focusing on Mathematical Processes. A Report of the Research Council, National Research Council of Thailand. KhonKaen: KhonKaen Publishing. [10] ________ (2011). Problem Solving Classroom in Lesson Study and Open Approach Context. Proceedings of the 16th Annual Meeting in Mathematics (AMM 2011), Thailand, 20-28. [11] Inprasitha, M. et al. (2014). Explanations of How to Use the First Grade Mathematics Textbooks. KhonKaen: KhonKaen University Publishing House. [12] Muir, T. (2006). What Does Effective Teaching for Numeracy Look Like? The Design of an Observation Schedule. In P. Grootenboer, R, Zevenbergen, & M. Chinnappan (Eds.), Identities, Cultures, and Learning Spaces (Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia, Canberra, 368-375). Sydney: MERGA. [13] Sawada, T. (1997). Developing Lesson Plans. In: J. Becker, & S. Shimada (Eds.), The Open-Ended Approach: A New Proposal for Teaching Mathematics (pp. 1-9). Reston, VA: National Council of Teachers of Mathematics. [14] Sherin, M. (2002).When Teaching Becomes Learning. Cognition and Instruction, 20, 119-150.
http://dx.doi.org/10.1207/S1532690XCI2002_1 [15] Yackell, E., Cobb, P., & Wood, T. (1990). The Interactive Constitution of Mathematical Meaning in One Second Grade Classroom: An Illustrative Example. Journal of Mathematical Behaviour, 11, 458-477.