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Fischbein, E. (1994). The Interaction between the Formal, the Algorithmic, and the Intuitive Components in a Mathematical Activity. In R. Biehler, R. W. Scholz, R. Straber, & B. Winkelmann (Eds.), Didactics of Mathematics as a Scientific Discipline (pp. 231-245). Dordrecht: Kluwer Academic.

has been cited by the following article:

• TITLE: Students’ Intuition in Mathematics Class Using Lesson Study and Open Approach

  AUTHORS: Kwanta Panbanlame, Kiat Sangaroon, Maitree Inprasitha

  KEYWORDS: Intuition, Lesson Study, Open Approach

  JOURNAL NAME: Psychology, Vol.5 No.13, September 17, 2014

  ABSTRACT: The objective of this article is to investigate students’ intuition in mathematics class using Lesson Study and Open Approach. The research methodology employed was the qualitative research methods of teaching experiment combined with an ethnographic study. The study’s target group consists of three Grade 2 students atBan Bueng Niam Bueng Krainoon School in Khon Kaen Province during the 2012 Academic Year. This is the school that participated in the professional development of mathematics teachers with Lesson Study and Open Approach innovation project. The researcher collected data from a mathematics class that taught multiplication learning unit (1) from the mathematics textbook for Grade 2 students. This is the textbook used in the professional development of mathematics teachers with Lesson Study and Open Approach innovation project. The research findings are: Mathematics class using Lesson Study and Open Approach allows students to intuitively learn the content of a basic multiplication unit. Students’ intuition was developed during Step 1 (posing open-ended problems) and Step 2 (students’ self-learning through problemsolving) of the Open Approach process. Students intuitively discovered the repeated addition and multiplication methods in solving multiplication problems.