THE EFFECTS OF COMPLEMENTARY LEARNING IMPLIMENTATION THROUGH MATHEMATICAL HANDS-ON TASKS NO MATHEMATICAL COMMUNICATION ABILITY IN FRACTIONS FOR GRADE 6 STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER
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Abstract
This research aimed to study the effects of learning implementation through mathematical hands-on tasks on mathematical communication ability regarding fractions for 3 grade 6 students with attention deficit hyperactivity disorder from a small primary school in Phitsanulok Province in the second semester of academic year 2023. The researcher used three cycles classroom action research methodology and used a total of 12 hours. The research instruments included three lesson plans, activity sheets, and a mathematical communication ability test. Data were analyzed using content analysis and percentage.
The results revealed that all students had overall mathematical communication ability at a very good level. When considering individual components, it was found that students had the highest ability in writing using pictures, accounting for 86.11%, followed by writing using mathematical symbols, accounting for 77.78%, and writing using text, accounting for 61.11%, respectively.
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความวารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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