Key Universal Activities of Mathematical Learning in Problem Solving Mathematics Classroom
- 1 Master Program in Mathematics Education, Faculty of Education, Khon Kaen University, Khon Kaen, Thailand
- 2 Doctoral Program in Mathematics Education, Faculty of Education, Khon Kaen University, Khon Kaen, Thailand
- 3 Faculty of Science, Khon Kaen University, Khon Kaen, Thailand
Abstract
To enhance students’ problem solving potential, an important skill for 21st century, teachers should concern what kinds of authentic-mathematics experiences that students can get through problem solving (Cai, Mamona-Downs, & Weber, 2005). In addition, mathematics classroom approach has changed radically from a drill-and-practice approach to more insight-based problem oriented approach (Van Oers, 2002). According to a problem solving mathematics classroom, in which an open approach is used as a teaching approach, students are required to adapt what they have learned to solve problem situations (Inprasitha, 2010). These problem situations are designed based on students’ experiences. Regarding these points, a purpose of this study was to investigate key universal activities, which are based on Bishop (1988) who presented the key universal activities as foundations for students’ mathematical learning. Case study was employed in this study. Video and audio tape recording, and field note taking were used as methods for collecting data of a targeted group including six of grade 1 students in 2010 academic year of a school participating the Project for Professional Development of Mathematics Teachers through Lesson Study and Open Approach. Data were analyzed by using descriptive statistic and analytic description. The results showed that there were various key universal activities in each problem situation occurring in problem solving mathematics classroom. These key universal activities have been enhancing the students to solve the problems efficiently.
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