Students’ Creative Problem Solving in Mathematics Classroom Using Lesson Study and Open Approach

Abstract

          This research aims to explore the creative problem-solving abilities of students in a mathematics classroom using open-ended classroom instruction and methods. Based on the analysis of protocols, methods, and creative problem-solving frameworks synthesized by the researcher, the target group consists of fourth-grade students from Bung Niam Bung Krai Nun Tha Hin School, Khon Kaen Province, in the second semester of the academic year 2022. The study includes 21 students and employs a qualitative research approach. The research tools utilized include: (1) Lesson plans employing open-ended teaching methods, totaling 10 plans. (2) Field observation forms. (3) Frameworks for data analysis involving protocol analysis and analytical discourse.

          The research found that students demonstrate creative problem-solving behaviors following a problem-solving framework with four steps: (1) Problem Understanding: Students read and understand the problem, engage in discussions, exchange ideas, compare areas, calculate dimensions, and utilize measurement units to grasp the meaning of the problem situation and find problem-solving strategies. (2) Planning: Students comprehend the problem situation, attempt to find comparative methods, calculate dimensions and areas, and summarize methods to use as problem-solving guidelines. (3) Problem Solving Process: Students execute the plan, use various comparison methods including direct comparison by overlapping fabrics and indirect comparison by placing fabrics on equally-sized tables and observing the excess area, calculate dimensions and areas, create informal measurement units by creating equally-sized square grids and counting grid squares to indicate area size. When the prepared problem-solving plan fails, students devise new problem-solving strategies until successful. It was found that students exhibited 45 different problem-solving methods, and in terms of flexibility, they grouped similar problem-solving methods, discovering 24 concepts. Regarding originality, they found 11 different concepts. (4) Evaluation: Students consider the logical reasoning
of area comparison, dimensions, and area calculation accuracy, and appropriateness of unit filling. It is a self-aware process. When considering creative problem-solving ideas in terms of aesthetics, students can present detailed comparison methods, dimension calculations, and detailed area size presentations, discovering 39 concepts.