Using Classroom Video in Designing Open-ended Problem Situations

Abstract

Teacher and teacher trainees have been introduced to practice Thailand Lesson Study incorporated Open Approach Model as the problem-solving-based teaching approach for the past two decades. The problem-solving-based teaching approach has to begin with posing open-ended problem situation in order to encourage students to solve the problem independently using their own method. Therefore, open-ended problem situation design is considered a key factor for teachers or teacher trainees to provide sufficient opportunities to students’ learning experiences in solving the problems (Inprasitha, 2017). As a result, this research was aimed to use video recordings of classroom teaching and experts’ reflection practice to analyze teacher trainees’ abilities in designing open-ended problem situations. A total of 10 teacher trainees were selected from the Department of Mathematics (English Program), Faculty of Education, Valaya Alongkorn Rajabhat University under the Royal Patronage using a purposive sampling technique. A multi-cases study survey research design was employed using a qualitative approach. There were four research instruments used, namely lesson plan, video and audio recording, field notes, and interview protocol. Data were collected using various sources such as research lesson plans, audio, and video recording as well as interviewing. The results revealed that teacher trainees utilized classroom teaching videos to support them in clarifying indecisive problem situations, revising the sequence of teaching, and modifying appropriate words used in giving the direction of the problem situations. On the other hand, the experts’ reflection video has successfully assisted them to have a better understanding of mathematical contents in problem-solving teaching approach and teacher trainees’ intention of each action in the learning activities.

Open-Ended Problems Improve High-Level Thinking Skills of Vocational High School Students with CPS Learning

“…Open-ended problems are considered capable of providing a learning experience for students in solving problems (Laah-on et al, 2021). In addition, open-ended problems allow and provide opportunities for students to find solutions in several ways so that students will be able to develop their abilities and not depend on the teacher (Munahefi et al, 2021).…”

Synthesis of Research on Mathematical Thinking Development under the Lesson Study and Open Approach Context

“…In this line of reasoning, a review of past postgraduate studies was aimed to provide on how mathematical literature would promote to the hypothetical conceptualization of mathematical thinking by precisely delivering the methods of mathematical thinking that could be developed. Many researchers in Thailand have indicated the need for the Thailand LS Model applications to develop students' mathematical reasoning capability, problem-solving abilities, and analytical thinking abilities while they are learning mathematics in school (Chaona, Inprasitha, Changsri, & Sangaroon, 2021;Jitlada, Inprasitha, & Changsri, 2021;Kesorn, Junpeng, Marwiang, Pongboriboon, Tang, & Wilson, 2020;Laah-on, Inprasitha, Sangaroon, & Changsri, 2021;Manmai, Inprasitha, Changsri, & Pattanajak, 2020).…”