การพัฒนากระบวนการเรียนการสอนโดยการบูรณาการทฤษฎีการพัฒนาความเข้าใจทางคณิตศาสตร์ การสื่อสาร และการให้เหตุผล เพื่อเสริมสร้างสมรรถภาพทางคณิตศาสตร์ของนักเรียนมัธยมศึกษาตอนต้น / อลิสรา ชมชื่น = A development of an instructional process by integrating the theory of growth of mathematical understanding, communicating, and reasoning to enhance mathematical competency of lower secondary school students / Alisara Chomchuen
The purposes of this research were to 1) develop an instructional process by integrating the theory of growth of mathematical understanding, communicating, and reasoning to enhance mathematical competency of lower secondary school students, and 2) study the effects of the developed instructional process on mathematical competency which composed of mathematical conceptual knowledge, procedural knowledge, problem solving, communication and reasoning abilities. The instructional process was developed based on analysis and synthesis of background knowledge of mathematics instructional management, theory of growth of mathematical understanding, communicating and reasoning, and tried out and implemented in the following way: The samples of this study were eighth grade students of Huai Yod School, Trang Province. There were two groups of students, one control and one experimental, with 48 students in each group. The duration of this experiment was 12 weeks long. The research instruments were tests of mathematical conceptual knowledge, mathematical procedural knowledge, mathematical problem solving ability, mathematical communication ability and mathematical reasoning ability. Data were analyzed by using arithmetic mean, standard deviation, t-test, ANCOVA and MANCOVA. The developed instructional process consisted of 4 steps, namely: 1) reviewing prior knowledge, 2) learning from doing activity, 3) connecting information and 4) constructing knowledge and applying. The findings of this study were as follows: 1. The mathematical conceptual knowledge, procedural knowledge, problem solving, communication, and reasoning abilities of students in the experimental group were significantly higher than those of students in the control group at .05 level. 2. Mathematical conceptual knowledge, procedural knowledge, problem solving, communication, and reasoning abilities of students in the experimental group after learning with developed instructional process were significantly higher than before learning with developed instructional process at .05 level.
