Development of Students’ Mathematical Reasoning Ability for 8th Grade Students in Classroom using Innovation of Lesson Study and Open Approach

Abstract

The student-centered learning management activity design and execution should allow the student to freely work on various kinds of problems as student reasoning skills improvement depends on innovative concepts to change the classroom culture by emphasizing more on the idea. The teacher's role should be less judgmental and more on listening to the students. This study aimed to analyze and develop the mathematical reasoning ability of grade 8 students in the statistics classroom using the open approach learning. The author used qualitative approach. The study took five months, on four students of class 2/1. The research tools were 1) the learning management plan; 2) classroom observation form; 3) post-class recording form; 4) video camera and 5) still camera. The study found that in the Open Approach Learning mathematics classroom, the teacher started by presenting scenarios for the students to work on. The students could give the concept and mathematical reasoning as follows: 1) imitative reasoning, consisting of memorized reasoning (MR) and algorithmic reasoning (AR); and 2) creative mathematically founded reasoning (CMR) consisting of novelty, plausibility and mathematical foundation. It was found that the open approach learning encouraged the students to gave CMR more than imitative reasoning.