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From Individual Reasoning to Collaborative Engagement: Continuity of Student Problematic in Grade 1 Mathematical Problem Solving

Wachirawit Wangtaphan(1), Sampan Thinwiangthong(2), Hiroki Ishizaka(3),


(1) Demonstration School of Khon Kaen University
(2) Khon Kaen University
(3) 
Corresponding Author

Abstract


This qualitative study examined the continuity of student problematic from individual reasoning to collaborative engagement in a Grade 1 mathematics classroom within the Transformative Lesson Study Incorporating Open Approach (TLSOA) context. Seven Grade 1 students were followed across six lessons on addition and subtraction. Data were collected through video and audio recordings, students’ written work, field notes, and photographs, and analyzed using protocol analysis and analytic description. The findings show that student problematic remained observable when students re-engaged with the same mathematical problem in small groups. Student problematic appeared through proposing, questioning, explaining, checking, reconsidering, and coordinating mathematical ideas. The study contributes to understanding how young learners’ mathematical engagement continues across changing social contexts.

Keywords


Collaborative problem solving; Grade 1 mathematics; Individual reasoning; Lesson Study; Student problematic.

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