TEACHER ROLES FOR SUPPORTING STUDENTS’ GEOMETRIC PROBLEM - SOLVING ABILITIES IN CLASSROOM TAUGHT THROUGH OPEN APPROACH
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Abstract
The purpose of the present research was to study the teacher roles for supporting students’ geometric problem-solving abilities in classroom taught through open approach. This research was employed on the framework of teacher roles in Shimizu’s problem-solving instructional process. The research analyzed data collected from videotape, tape recording class, problem-solving behavior observation, and students’ written work. Data were analytical and present the data through descriptive analysis. The research results showed the teacher roles for supporting students’ geometric problem solving abilities taught through open approach consisted of 1) introduction to problems (Hatsumon); the teacher asks their students question in order to create visualization processes, they can in interpret from situation, 2) observation students’ geometric problem-solving (Kikan-shido); the teacher evaluate how student solve the problem and suggest for them to use the construction process of geometric problem-sloving and take note of them that lead to rearrangement of students’ ideas, 3) classroom discussion (Nariage); the teacher organizes and extends students’ ideas and observes ideas to ask questions in order to create reasoning process in classroom discussion, and 4) summary of key issues (Matome); the teacher reviews students’ geometric problem solving ideas and link them to the conclusion of the lesson.
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