Today, I am Chiang Mai University. I visit here for present my research to faculty of education. My research is " A study of geometric reasoning in Open-ended problem Solving :Focusing on small-group discussion"
Inspite of the faculty, my student who were engaged with me as advisee involve in the room of presentation also. I am happy to do so much. At least, I propose something although have no one can here, it may be concrete in the future.
So I would like to present the abstract following.
Research Title : A study of Geometric Reasoning in Open-Ended Problem
Solving : Focusing on Small-Group Problem Solving
Author : Jensamut Saengpun
Author : Jensamut Saengpun
Abstract
The purpose of the present research was to study the characteristics of geometric reasoning in open-ended problem solving focused on small-group problem solving. The study employed the qualitative, case-study research method. The collected data were analyzed by means of protocol analysis and analytic description. The study group was consisted of three third year students of faculty of Education, Chiang Mai University majored in mathematics of the 2006 academic year. They were organized into small-group. They were asked to solve one geometric problem about congruence and similarity. The activity was organized outside the classroom and was without the researcher’s interference. While the students were working on the problem the researcher and his co-researcher made videotape and tape recording and took field notes of the activity.
The empirical data which has been for analysis consisted of 1) one protocol analysis transcribed from videotape and tape recording during solving the problem , 2) six protocols analysis transcribed from videotape and tape recording during individual interviewing, 3) their written works, 4) fieldnotes, and 5) the students’ background information about their character and working in group attitudes. The obtained data were analyzed by means of Alice F.Artzt and Eleanor Armour-Thomas’s (1992) episode analysis and Raymond Duval’s (1998) theoretical frameworks for learning of geometric reasoning.
The research results showed that geometric reasoning in open-ended problem solving focused on small-group problem solving has cognitive processes in each episode of problem solving as following:
1) Geometric reasoning in episode of understanding involved visualization processes.
2) Geometric reasoning in episode of exploring involved visualization and construction processes.
3) Geometric reasoning in episode of analyzing involved reasoning and visualization processes.
4) Geometric reasoning in episode of planning involved construction processes.
5) Geometric reasoning in episode of implementing involved reasoning and construction processes.
Moreover, the research founded that in episode of reading, verifying and watching and listening have not any cognitive process also.
The purpose of the present research was to study the characteristics of geometric reasoning in open-ended problem solving focused on small-group problem solving. The study employed the qualitative, case-study research method. The collected data were analyzed by means of protocol analysis and analytic description. The study group was consisted of three third year students of faculty of Education, Chiang Mai University majored in mathematics of the 2006 academic year. They were organized into small-group. They were asked to solve one geometric problem about congruence and similarity. The activity was organized outside the classroom and was without the researcher’s interference. While the students were working on the problem the researcher and his co-researcher made videotape and tape recording and took field notes of the activity.
The empirical data which has been for analysis consisted of 1) one protocol analysis transcribed from videotape and tape recording during solving the problem , 2) six protocols analysis transcribed from videotape and tape recording during individual interviewing, 3) their written works, 4) fieldnotes, and 5) the students’ background information about their character and working in group attitudes. The obtained data were analyzed by means of Alice F.Artzt and Eleanor Armour-Thomas’s (1992) episode analysis and Raymond Duval’s (1998) theoretical frameworks for learning of geometric reasoning.
The research results showed that geometric reasoning in open-ended problem solving focused on small-group problem solving has cognitive processes in each episode of problem solving as following:
1) Geometric reasoning in episode of understanding involved visualization processes.
2) Geometric reasoning in episode of exploring involved visualization and construction processes.
3) Geometric reasoning in episode of analyzing involved reasoning and visualization processes.
4) Geometric reasoning in episode of planning involved construction processes.
5) Geometric reasoning in episode of implementing involved reasoning and construction processes.
Moreover, the research founded that in episode of reading, verifying and watching and listening have not any cognitive process also.
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