การออกแบบโจทย์ปัญหาในการศึกษาชั้นเรียนที่มีความหมายสำหรับการคิดทางคณิตศาสตร์นักเรียน Process of Designing tasks Meaningful for Students’ Mathematical thinking using Lesson Study

Abstract

The purpose of this research were 1) to study designing mathematical tasks meaningful for students in lesson study, and 2) to study students’ mathematical thinking of addition. The qualitative research regarded case study method. The case was grade 1 Lesson Study team in Watmahachaiwanaram School. The data were collected through participatory observation, field notes, and video recording. Descriptive and protocol analysis were used for data analysis. Results of the object revealed that 1) determining the lesson goal; 2) interpreting the mathematical tasks; 3) identifying the use of mathematical tasks; and 4) anticipating students’ approaches. 2) When the tasks are designed to be used in the classroom revealed that students learn in a meaningful of the mathematical thinking by understanding of the meanings addition. Student understand the connect between counting and operations of addition meaning is “increasing”. They use making tens to solve addition tasks.