The Development of Local Wisdom-Integrated Units to Enhance Mathematical Identity of Elementary Students in Multigrade Schools
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Abstract
This study aimed to develop local wisdom-integrated learning units to enhance the mathematical identity of the elementary students in a multigrade school. The objectives were to (1) develop and examine the quality of the learning units, (2) investigate the outcomes of implementing the learning units, and (3) evaluate students’ opinions toward the learning units. The study employed a research and development (R&D) methodology. The participants were selected through purposive sampling and consisted of five students in grade 2–3 and three students in grade 5–6 in multigrade classrooms during the second semester of the 2025 academic year. The research instruments included two local wisdom-integrated learning units Measuring, Weighing, and Seasoning: Local Spicy Snail Curry comprising 6 lessons (10 instructional hours), and Perfect Ratios: The Secret Recipe of Phichai Sausage comprising 4 lessons (6 instructional hours). Additional instruments included learning logs, a mathematical identity observation form, a semi-structured interview protocol, and a student opinion questionnaire. Data were analyzed using content analysis, mean, and standard deviation. The findings revealed that: 1. The learning units were rated as highly appropriate, with a mean score of 4.57, and were considered feasible for practical implementation. 2. Students demonstrated clear development in their mathematical identities. Students in the low-ability group progressed toward expressing their mathematical thinking, while those in the moderate-ability group increasingly connected their ideas. Students in the high-ability group developed into leaders who used mathematical reasoning to support others. Grade 2–3 students showed notable development in their use of tools and symbols, whereas Grade 5–6 students demonstrated notable development in mathematical argumentation and group management. Multigrade learning helped reduce learning gaps and promoted interaction within the learning community. 3. Students’ opinions toward the learning experience were at a high level, with a mean score of 4.14.
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