Mathematical connections of students in lesson study and open approach

Abstract

The purpose of this qualitative research was to describe the mathematical connections of the students based on the framework proposed by Evitts (2004) in lesson study and open approach. The target group included the teachers and 27 fifth grade students of Ban Chonnabot Community School under project of implementing lesson study and open approach. The research instruments included lesson plans, field notes, in-depth interview and observation forms. The data were analyzed, and the conclusions were drawn in a descriptive form. The research found that students’ five kinds of mathematical connections (Modeling, Structural, Representational, Procedure-Concept, and Between Strands of Mathematics) occurred in classroom four phases of the open approach as a teaching approach. In addition, the nature of connections-mindedness is characterized through lesson study derived attributes.