Results
From the analysis, in each lesson of the mathematics class room taught by Open Approach as a teaching approach has 4 steps as 1) posing open-ended problem situation 2) students’ self learning 3) whole discussion and comparison and 4) summary the lesson through connecting students’ ideas emerged in the classroom. Three lesson (2/17, 4/17, 10/17) of a series of seventeen addition lessons were choose to evidence the origin and development of semiotic activity with the help of psychological tool. In the beginning of the lesson, the teacher typically started with the presentation of the problem situation by telling a story along with the real world objects and picture in an attempt to motivate the student to learn about addition according to the meaning of addition as “altogether” and “increasing”. The task for first lesson, teacher ask student to express the addition sentence and think about how to add the two number (the number of all children in play ground) in various way as followings Figure 1.
Through this lesson, then children used units block and base-ten blocks that teacher provided as thinking tool for solving the addition problem by decomposing and composing strategy. Then, they drew picture and wrote up the process illustrated their action in thinking about adding how to solve 9 + 4 as Figure 2.
ResultsFrom the analysis, in each lesson of the mathematics class room taught by Open Approach as a teaching approach has 4 steps as 1) posing open-ended problem situation 2) students’ self learning 3) whole discussion and comparison and 4) summary the lesson through connecting students’ ideas emerged in the classroom. Three lesson (2/17, 4/17, 10/17) of a series of seventeen addition lessons were choose to evidence the origin and development of semiotic activity with the help of psychological tool. In the beginning of the lesson, the teacher typically started with the presentation of the problem situation by telling a story along with the real world objects and picture in an attempt to motivate the student to learn about addition according to the meaning of addition as “altogether” and “increasing”. The task for first lesson, teacher ask student to express the addition sentence and think about how to add the two number (the number of all children in play ground) in various way as followings Figure 1.Through this lesson, then children used units block and base-ten blocks that teacher provided as thinking tool for solving the addition problem by decomposing and composing strategy. Then, they drew picture and wrote up the process illustrated their action in thinking about adding how to solve 9 + 4 as Figure 2.
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