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Volume 27 (2025)
Volume 27, Issue 1 (In Progress)
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Far East Journal of Mathematical Education
Far East Journal of Mathematical Education
Volume 5, Issue 2, Pages 107 - 117 (November 2010)
THE EFFECT OF LESSON STUDY AND OPEN APPROACH ON GESTURAL AND VERBAL COMMUNICATION IN MATHEMATICS CLASSROOM
Sasitorn Pusjuso, Supot Seebut, Sampan Thinwiangthong and Yanin Kongthip
Abstract:
Communication is considered as an essential part of mathematics classroom because it is a way of sharing ideas and clarifying understanding. It is crucial for teachers to establish a classroom community in which students feel free to express their thinking and to take responsibility for listening, paraphrasing, questioning and interpreting one another’s ideas. In conventional classroom based on lecture based learning, teachers take one way communication with students. This kind of communication is served as univocal function that could not initiate students into mathematical communication in classroom learning. By this reason, finding alternative approaches that enhance students’ communication in classroom is interested in mathematics education. Lesson study and open approach have been applied in pilot school of Thailand, since 2002 by Center of Research in Mathematics Education (CRME), Khon Kaen University. This approach emphasizes on activity based learning that promotes interactive classroom learning in which communication is viewed as dialogical function. This kind of communication is believed to motivate students’ communication not only between teacher and students, but also among students. The purpose of this paper is to report the effect of lesson study and open approach on gestural and verbal communication reflected by the 1st and 4th grade teachers from the pilot school beneath lesson study and open approach.
Keywords and phrases:
gesture, mathematical communication, lesson study, open approach, verbal language.
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P-ISSN: 0973-5631
E-ISSN: 2583-343X
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