Students’ Speaking Skills in Mathematics Classroom Using Lesson Study and Open Approach

摘要

The purpose of this research was to investigate students’ speaking skills in mathematics classroom using Lesson Study and Open Approach. The t arget group comprised twenty-nine students in a first-grade mathematics classroom using open approach as a teaching approach. During the 2018 schoolyear, data was collected used a questionnaire based on framework of Isoda, Morita, and Nobuchi (2009 cited in Inprasitha, 2014) and classroom observation in the context of classroom using lesson study and open approach based on Inprasitha (2010 , 2011) . Research found that students’ speaking skills in mathematics classroom using open approach at the following levels: level one included students who spoke with a clear voice (17.24%); level two included students who presented their ideas step by step (51.72%); level three included students who complemented their speech with pictures or tables to explain their reason (24.13%); level four included students who spoke connections their reasoning and the subject of what they previously learned (3.45%); and level five included students who provided explanations with useful information that was easy to understand, observing the condition of their peers when they spoke (3.45%).