Contextual Factors in the Open Approach-Based Mathematics Classroom Affecting Development of Students’ Metacognitive Strategies

  • Suriyon A
  • Inprasitha M
  • Sangaroon K
N/ACitations
Citations of this article
11Readers
Mendeley users who have this article in their library.

Abstract

The objective of this research was to study the effect that contextual factors have on the development of students' metacognitive strategies in the open approach-based mathematics classroom: the framework for learning and teaching activities in the class, the teacher's role, and students' role. The methodology was based on ethnographic research and Begle's conceptual framework (1969), which focused on observation and study on the nature of occurrences. In the context, the researcher conducted participatory classroom observation. The target groups were a mathematics teacher, who is a student as a math teaching practi-tioner, and four elementary school students at Grade 1 ranging from 6 to 7 years of age from Koo Kham Pittayasan School. Data were collected from 3 learning units totaling 6 study periods. Qualitative data analysis procedures were based on analyzing videos, protocols, students' written work, and time units for dealing with activities and narrative description. The concept of 4 open approach-based teaching steps (Inprasitha, 2010) was considered for the analysis of the teacher's teaching behavior and students' prob-lem solving behavior. The study findings suggest that contextual factors in the open approach-based mathematics classroom affect the development of students' metacognitive strategies in which the teacher has planned learning management related to learning unit structures and focused on instructional activities allowing students " to create knowledge from learning how to solve problems by themselves " . In addition, the study demonstrates that the teacher and students have different roles in each teaching step.

Cite

CITATION STYLE

APA

Suriyon, A., Inprasitha, M., & Sangaroon, K. (2013). Contextual Factors in the Open Approach-Based Mathematics Classroom Affecting Development of Students’ Metacognitive Strategies. Sociology Mind, 03(04), 284–289. https://doi.org/10.4236/sm.2013.34038

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free