Students’ Mathematical Reasoning in a Blended Learning Classroom with an Open Approach

Abstract

     The purpose of this research was to analyze students’ mathematical reasoning in a blended learning classroom with an open approach. Qualitative methodology was used in this study. It is a qualitative research methodology emphasizing participatory observation. The target group was 22 students in the 2021 academic year, in the 2nd grade of Thetsaban Wat Khachon Rangsan municipal school, Phuket Province. Research tools were the 6 lesson plans of multiplication (1) video recorder, still image recorder, sound recorder, and field recorder. Data was collected in the second semester of the academic year 2021 by recording videos, still images, and audio during teaching and learning with the Google Meet program, as well as collecting student works through the Line program. Data were analyzed using protocol analysis. Content analysis and analytical narrative based on the conceptual framework of NCTM (2009).

          The result revealed that students’ mathematical reasoning in blended learning classroom using Open Approach including 1) the problem analysis habit is that students see patterns of equal numbers in each group and then write them into sentences with multiplication symbols. This is a habit found in all lesson plans, 2) the habit of using tools or methods to solve problems. Students explain and use previous learning methods to solve problems, 3) habits of linking different agents is students represent numbers or pictures with blocks, and 4) the habit of contemplating how to solve problems by considering reasonableness is students argue about what they understand and accept if what they are wrong.