Lesson Study and Open Approach: Creative Thinking of Students in Mathematical Problem Solving

Abstract

       The aim of this research is to explore creativity thinking ability of students in the classroom in solving mathematical problems using Lesson Study and Open Approach of Inprasitha (2011). This study is a qualitative research emphasizing a protocol analysis and analytic description. The target group is the students in the first grade of Demonstration Primary School in Pakse Teacher Training College, Lao People's Democratic Republic in the second semester of the academic year 2020-2021 with two groups of students, 4 students in each group. The tools used to collect the data include sets of lesson plans, video recording, sound recording, pictures by using the framework of Guilford (1967).

The findings found that:  In the context of using Lesson Study and Open Approach in teaching and learning process emphasizing the students to learn by themselves and to learn cooperatively with friends in the classroom, it has been found that the students have ability to express their thinking in many types and students’ creativity thinking can be found as follow:

1. Originality: is the unique thinking of an individual student that is different from other friends’ occurred while solving mathematic problems independently in a group. 2. Fluency: is the thinking that each student brings into the group to discuss and give reasons to the problem together independently. 3. Flexibility: is the thinking that students can adjust or modify after they discuss, examine and get feedback from classmates and from the teacher. 4. Elaboration: is the thinking that students see as the importance when they present or summarize their work with their teacher because it is the top concept of the lesson in each class. This concept can improve or enrich the thinking of some students that is not completed enough. It is as a tool for students to apply in the next lesson.