Extensive Discussion (Neriage) in Mathematics Classroom using Transformative Lesson Study incorporated with Open Approach

Abstract

          This study investigated how extensive discussion (Neriage) in a mathematics classroom implementing Transformative Lesson Study incorporated with Open Approach (TLSOA). The participants were 14 Matthayom 2 students from a medium-sized school in Khon Kaen Province, selected through purposive sampling. Data were collected from lesson plans, field notes, video and audio recordings, and photographs and were analyzed using Inprasitha’s (2019) framework for whole-class discussion and comparison. The findings revealed four components of discussion for refining students’ ideas within TLSOA. First, the teacher sequenced the students’ ideas from less complex to more complex approaches, beginning with counting, followed by substitution, and then reading values from a table. Second, students were given opportunities to present diverse approaches, including counting, substitution, and reading values from a table. Third, students compared the approaches and recognized that, although the methods differed, they produced the same result. Fourth, students developed a deeper and more systematic understanding by identifying the advantages and limitations of each approach. They regarded substitution as mathematically valid but computationally complex, whereas reading values from a table was considered easier and more efficient. Overall, the findings showed that students refined their ideas through presenting diverse approaches, comparing and sequencing ideas, and selecting the approach they considered most appropriate for solving the problem.