การพัฒนาทักษะทางคณิตศาสตร์ของผู้เรียน โดยใช้กรอบแนวคิดการเรียนการสอนคณิตศาสตร์ที่เน้นความเข้าใจ

Abstract

Abstract

The purposes of this research were to 1) study the mathematical skill of students  who were taught using the CMI framework compared to the 60% criterion,  2) compare the mathematical skill  of students  who were taught uisng the CMI framework before and after the experiment,  3)  study the  mathematical skill  development of  students who were taught using the CMI framework before, during and after the experiment, and 4) study reflective opinions about organizing learning activities using the CMI framework. The sample consisted of 28 students who were majoring in Mathematics in the Faculty of Education at Chulalongkorn University.  Each student was enrolled in course 2720313 Development of Problem Solving Skills in Mathematics in the second semester of the academic year 2015. The research instruments were composed of mathematical skills tests, worksheets, observation forms for mathematical skills, and interview questionnaires about organizing learning activity. The data were analyzed by frequency, percentage, arithmetic mean, standard deviation, F-test, t-test, ANOVA and content analysis.

The result of research revealed that: 1) The mathematical skills of students who were taught using the CMI framework were higher than the 60% criterion. 2) The mathematical skills of students who were taught using the CMI framework after learning was higher than those before at a .05 level of significance. 3) There were differences in the mathematical skills of the students before, during, and after the experiment at a significant level of .05. Furthermore, the mathematical skills of students after the experiment were greater than thsoe during and before the experiment at a significant level of .05. The students gradually improved their mathematical skills in all three stages: before, during and after being taught. 4) The students who were taught using the CMI framework indicated that organizing learning activities using the CMI framework is useful for developing mathematical skills. The evaluation resulted from two aspects: appropriation of organizing learning activities and usefulness for application, both at a high level.