Development of mathematics instructional Model to promote analytical thinking Abilities of Sixth Grade Students.

Abstract

The objectives of this research were to: 1) study the fundamental information and need assessment of mathematics teaching to strengthen mathematical analytical thinking abilities for Grade 6 students. 2) develop a teaching model of mathematics teaching to strengthen mathematical analytical thinking abilities 3) evaluate the effectiveness of the teaching model. This mixed method research was divided into 3 phases. Phase 1 studied the fundamental information and needs assessment of mathematics teaching to strengthen mathematical analytical thinking abilities. The sample group of Grade 6 Mathematics teachers in the mathematics department, and interviewing forms Grade 6 Mathematics teachers. This phase analyzed the data by using PNI_modify and qualitative data. Phase 2 developed a teaching model of mathematics teaching to strengthen mathematical analytical thinking abilities by developing the teaching model from the study of basic concepts, principles, and theories through connoisseurship, 5 people. Phase 3 evaluated the effectiveness of the teaching model included: the experimental group from Grade 6/13 and the control group from Grade 6/11 at Anuban Roi-Et School, Semester 2 of 2022 Academic Year from simple random sampling, 12 teaching plans of PORCA model, test to measure mathematical analytical thinking ability, rating scale satisfaction questionnaire. Statistics in data analysis include mean, percentage, standard deviation. and independent sample t-test. The findings of this research were:

1) Grade 6 students and mathematics teachers had problems in organizing mathematics teaching to strengthen mathematical analytical thinking abilities for students in moderate level of the overall average level and had degree of success of need to organize mathematics teaching activities in high level of the overall average level

2) Model of mathematics teaching to strengthen mathematical analytical thinking abilities for Grade 6 students had 6 elements; 1) Principle 2) Basic concepts, principles, and theories 3) Objective 4) Teaching process 5) Applying the model 6) Evaluation by using PORCA Model consists of a 5-step teaching process : Process 1 Provoked by Questions, Process 2 Organizing ideas, Process 3 Relation of thinking, Process 4 Construction of knowledge, Process 5 Application of thinking.

3) Grade 6 students who learned with the PORCA Model and Grade 6 students who learned with the normal model had a significant difference in the mean scores in mathematical analytical thinking ability after studying at the .05 level. The students who learned with the normal model and had the overall satisfaction at a high level.