Design Approaches to Teaching Sequences by Pre-service Mathematics Teachers in Open Approach Classrooms

Abstract

This qualitative study aimed to analyze the teaching sequence design approaches in mathematics classrooms that implemented the Open Approach. The participants were four fourth-year pre-service teachers from Department of Mathematics, Faculty of Education. Data were collected through participant observation, in-depth interviews, video recordings, and document analysis. The data were analyzed using content analysis based on the concept of Kyozai Kenkyu and validated through methodological triangulation. The design by pre-service teachers revealed two levels of practice:  1) At the unit level, the process began with analyzing the content outlined in the textbook’s table of contents, followed by understanding the problem tasks and continuously solving them. Subsequently, a sequence of problem-based situations was designed for use within the learning unit. 2) At the lesson level, the process began with designing problem situations accompanied by well-defined tasks. Pre-service teachers anticipated students' ideas and responses, analyzed conceptual connections across lessons, and designed learning activities in four phases: (1) presenting a problem situation that connects to students’ prior experiences, (2) allowing students to engage in self-directed problem solving, (3) facilitating whole-class discussions to share and expand ideas through the use of guiding questions and instructional materials, and (4) summarizing the lesson by linking concepts and utilizing supportive materials. Finally, observation points were established with a focus on students’ responses to the problem situation during the lesson.