A STUDY OF PRESERVICE MATHEMATICS TEACHERS’ PROBLEM SITUATION DESIGN PROCESS WITHIN TRANSFORMATIVE LESSON STUDY INCORPORATING OPEN APPROACH
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Abstract
This study aimed to: 1) describe the problem situation design process undertaken by preservice teachers within lesson study incorporating the Open Approach; and 2) analyze the results of implementing the problem situation in the classroom. A qualitative case study methodology was employed as part of an elementary mathematics learning management course. The participants were 28 preservice mathematics teachers from a university in northeastern Thailand who collaboratively designed the lesson, conducted a microteaching session, observed the classroom, and reflected on the lesson over an eight - week period. Forty Grade 1 students served as the classroom context in which the lesson was implemented. The research instruments consisted of a lesson plan, a board plan, classroom observation records, student worksheets, and reflection records. Data were collected through participant observation and classroom - based evidence. Content analysis was conducted within the framework of lesson study incorporating the Open Approach. The data were categorized into the design process, anticipated student ideas, actual student ideas, and reflection outcomes. The findings revealed that: 1) during the collaborative problem situation design phase, the preservice teachers began by analyzing the mathematical content concerning numbers greater than 10, designed a problem situation related to students’ experiences, and anticipated various student ideas; 2) during the collaborative classroom observation phase, the problem situation provided opportunities for students to demonstrate mathematical ideas, including counting one by one, identifying the numbers 20 and 21, comparing quantities using greater - than and less - than relationships, and constructing number sentences; and 3) during the collaborative reflection phase, the preservice mathematics teachers identified limitations concerning the instructional materials, presenting the problem situation, and the gap between anticipated and actual student ideas. These findings were subsequently used as evidence to refine the lesson in accordance with students’ learning
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