Purpose: This study aimed to explore students' higher-order thinking skills development when they engaged in pattern blocks learning activities using Blended Learning Classroom teaching approaches through the Thailand Lesson Study Incorporated Open Approach model. Design/methodology/approach: The researchers utilized a multiple case research design for 47 higher education students from the Non-degree Higher-order Thinking in Mathematics Program using a purposive sampling technique. The researchers used the On-Demand teaching approach for two days and three hours of a combination of Virtual Live and Face-to-Face teaching approaches, making up a total of 70 and 30 percent of student learning time respectively. Findings: The quantitative results from the online survey questionnaire indicated that the majority of the participants perceived positively the phenomena of the Blended Learning Classroom teaching approach ranging from a mean score of 4.44-4.65. The qualitative results revealed that participants used different interpretations, and utilized their creative, imaginative thinking to connect various concepts while they were solving the problem situations using pattern blocks. Research limitations/implications: The discussions were limited to a study representative of 47 Non-degree Higher-order Thinking in Mathematics Program students. Practical implications: The use of the pattern blocks in developing students' higher-order thinking skills was found to strengthen the effectiveness of Blended Learning Classroom teaching approaches. Originality/value: This study adds new insight to the literature on Higher-order Thinking Skills development.