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A Development Model of Teaching for Mathematical Problem Solving of Prathomsuksa 6 Students |
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| รหัสดีโอไอ | |
| Creator | 1. Boonraksa Rasi 2. Chairat Pranee 3. Somboon Niyom |
| Title | A Development Model of Teaching for Mathematical Problem Solving of Prathomsuksa 6 Students |
| Publisher | บัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏนครสวรรค์ |
| Publication Year | 2559 |
| Journal Title | วารสารวิชาการและวิจัยสังคมศาสตร์ |
| Journal Vol. | 11 |
| Journal No. | 32 |
| Page no. | 35-50 |
| Keyword | teaching for mathematical problem solving, a teaching model development for mathematical problem solving |
| ISSN | 2408-1647 |
| Abstract | The objectives of this study were to: 1) develop and evaluate the quality of a teaching model for mathematical problem solving of Prathomsuksa 6 students and 2) study the findings of employment of a teaching model for mathematical problem solving of Prathomsuksa 6. The research method employed Research and Development (R&D). The research procedure comprised 2 steps: step1, the development of a teaching model for mathematical problem solving of Prathomsuksa 6 students. Step 2, the implementation and the findings of a teaching model for mathematical problem solving of Prathomsuksa 6 students. The subjects were 193 Prathomsuksa 6 students using cluster sampling. The research instrument was a learning model using 2?2 factorial research design. If there was a different statistically significance, it would use a Scheffe Analysis. The results of research were as follows: 1) The development model of teaching for mathematical problem solving of Prathomsuksa 6 students comprised 5 components: conceptual model, objectives, learning outcome expectation, learning and teaching procedures and evaluation. Learning and teaching procedures comprised 5 steps: 1) Understand the problem, 2) Analyze problem solving and synthesis, 3) Take action, 4) Review problem solving process and 5) Apply of life wide learning. 2) The findings of employment of a teaching model for mathematical problem solving of Prathomsuksa 6 students. Students were taught with 2 models: a teaching model for mathematical problem solving and a normal teaching model. Students with different learning abilities had different mathematical problem solving abilities and different scores of the mathematical post-test. The findings found that there was a significant difference between these two groups at the .05 level. The students were taught with the teaching model for mathematical problem solving in gifted classes. The students who were taught with the teaching model for mathematical problem solving in normal classes, their mathematical problem solving abilities and learning achievement of the post-test mean scores were significantly higher than the pre-test mean scores at the significance level of .05. |
