2

17 ..2556

5
An analysis of Mathematical Conceptual Understanding on Graph Theory
of Mathayom Suksa 5 Students in Classroom Taught by Open Approach
.
Theerawat Kantha and Dr.Jensamut Saengpun

5 5
2 2555 28

Pirie Kieren
6 12


1)
1 2)
2

3
4
5
3)

4)


: ,

; E-mail: hanashi@hotmail.com
; E-mail: jensamut.s@cmu.ac.th

[508]

 2
17 ..2556

Abstract
The purpose of this study was to analyze mathematical conceptual understanding on graph
theory of mathayom suksa 5 students in classroom taught by open approach. The target group consisted
of 28 mathayom suksa 5 students in Lampang Kanlayanee School, Muang District, Lampang Province
during the second semester of the 2012 academic year who never experienced in open approach. The
data were collected through the use of 12 periods of 6 Graph theory lesson plans and were analyzed the
students levels of conceptual understanding according to Pirie and Kierens (1994). This analysis
emphasized on the concept of relationship between the total degree of a graph and the number of
edges. Data were collected by video tape recordings of class activities, field notes taking and worksheets
and were analyzed by means of protocol analysis and analytic description. The finding showed in 4
phases of open approach as the following: 1) Posing open-ended problem phase, the students had
achieved the first level of conceptual understanding. At the first level of primitive knowing, the students
were able to find the degree of a vertex. 2) Students self-learning phase, most of students had achieved
the second level of conceptual understanding. At the second level of image making, the students were
able to create a graph and find the relationship between the total degree of a graph and the number of
edges. Some of them had achieved the second, third, fourth and fifth level of conceptual understanding.
At the third level of image having, the students were able to explain the relationship. At the fourth level
of property noticing, the students were able to notice that for a graph, the sum of all vertex degrees is
even or the number of odd vertexes is always even. And at the fifth level of formalizing, the students
were able to conclude the relationship in terms of formula. 3) Whole class discussion and comparison
phase, the interaction between the teachers questions and the students presentations could generate
whole class discussion and comparison of conceptual understandings at different levels. And 4)
Summarization through connecting students mathematical ideas emerged in the classroom phase, the
students could connect the conceptual understandings in levels of image making, image having, property
noticing and formalizing the relationship between the total degree of a graph and the number of edges.
Keywords: Mathematical Conceptual Understanding, Open Approach

(.) 4

[509]

 2
17 ..2556
5
TIMSS (Trends in International Mathematics and Science Study)

3 / 35
40 25

(Rittle-Johnson, Siegler and Alibali, 2001)

( , 2552)



Cai (2003)



(Cobb et al.1991; Wood and Sellers,1997 Cai, 2003)
(Cai, 2003)

(Open Approach) Inprasitha
(2010) 4 1) (Posing Open-ended Problem) 2)
(Student self-learning) 3) (Whole
class discussion and comparison) 4)
(Summarization through connecting students mathematical ideas emerged in the classroom) 1

1 4 (Inprasitha, 2010, p.199)

(Open-ended Problem)





[510]

 2
17 ..2556

(Inoue , 2011)
(Shimizu , 1999, p.110)


(Takahashi, 2006)
5

1. (Open Approach)
4
(Inprasitha, 2010) 1) 2) 3)
4)
2. (Conceptual Understanding)
Pirie
& Kieren (1994) 8 1 :
2 : 3 : 4 : 5 :
6 : 7 : 8 :

[511]

 2
17 ..2556

5 14 2
2555 28

1) 6 2
50

2)


3)

1)

2) 4

3)

Pirie & Kieren (1994)

[512]

 2
17 ..2556

6
4/6



4

1
1)

10
14

:
:
:

:
2)


10
2 ( 2 )
3
( 2 ) 4
( 2 -) 5
( 2 )
,
() + 1 =

[513]

 2
17 ..2556

()
()
()
()
2 (-)
3)


3


5 ( 3 )

( 3 )

: 5
a, b, c, d, e 3

:
:

()
()
()
3 (-)
[514]

 2
17 ..2556
() + 1 =

( 3
)
4)

1. Pirie & Kieren

1 2
3 4 5

Cai (2003)

2. 6, 7 8
5
5

3.



Inoue (2011)

4.

[515]

 2
17 ..2556

Takahashi (2006)

1.


2.

3.

(.) (.)

(). (2553). 2552.

: .
Cai, J. 2003. What research tells us about teaching mathematics through problem solving. In F. Lester
(Ed.), Research and issues in teaching mathematics through problem solving. Reston, VA: National
Council of Teachers of Mathematics : 241-254
Inoue, N. 2011. Zen and the art of neriage: Facilitating consensus building in mathematics inquiry lessons
through lesson study. Journal of Mathematics Teacher Education 14: 5-13.
Inprasitha, M. 2010. One Feature of Adaptive Lesson Study in Thailand-Designing Unit. Proceeding of the
45th Korean National Meeting of Mathematics Education. Dongkook University, Gyeongju:193-206.
Pirie, S., & Kieren, T. 1994. Beyond metaphor: Formalising in mathematical understanding within
constructivist environments. For the Learning of Mathematics, 14(1) : 39-43.

[516]

 2
17 ..2556
Rittle-Johnson, B., Siegler, R. S.,& Alibali, M. W. 2001. Developing Conceptual Understanding and
Procedural Skill in Mathematics : An Iterative Process. Journal of Educational Psychology 93(2) :
346-362
Shimizu, Y. 1999. Aspects of Mathematics Teacher Education in Japan : Focusing on Teachers Roles.
Journal of Mathematics Teacher Education 2: 107-116.
Takahashi, A. 2006. Characteristics of Japanese Mathematics Lessons. Depual University. Tsukuba Journal
of Educational Study in Mathematics, 25, 37-44. Retrieved June 10, 2007 from http:
www.criced.tsukuba.ac.jp/math/apec2006/Tsukuba_Journal_25.pdf.

[517]