The purpose of this research was to investigate
students’ speaking skills in mathematics classroom using Lesson Study and Open Approach. The target group comprised twenty-nine students in a first-grade mathematics classroom
using open approach as a teaching approach. Duringthe 2018 schoolyear, data was collected used
a questionnaire based on framework of Isoda, Morita, and Nobuchi
(2009 cited in Inprasitha, 2014)and classroom observation
in the context of classroom using lesson study and open approach based onInprasitha (2010, 2011). Research found that students’ speaking skills in mathematics classroom using
open approach at the following levels: level one included students who spoke with
a clear voice (17.24%); level two included students who presented their ideas step
by step (51.72%); level three included students who complemented their speech with
pictures or tables to explain their reason (24.13%); level four included students
who spoke connections their reasoning and the subject of what they previously learned
(3.45%); and level five included students who provided explanations with useful
information that was easy to understand, observing the condition of their peers
when they spoke (3.45%).
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