DEVELOPMENT MODEL OF MATHEMATICAL THINKING PROCESS FOR BACHELOR OF EDUCATION STUDENTS IN MATHEMATICS, SISAKET RAJABHAT UNIVERSITY
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Abstract
This research aimed to study the current conditions and problems in fostering mathematical thinking processes, as well as to develop a model for promoting such thinking among students enrolled in the Bachelor of Education Program in Mathematics at Sisaket Rajabhat University. The research was conducted in three phases: (1) examining the current conditions and problems through questionnaires administered to 334 students and instructors,
(2) observing mathematical thinking behaviors through mathematics camp activities conducted in five schools, using observation forms as the primary instrument, and (3) developing a model to promote mathematical thinking processes based on input from 16 experts. Quantitative data were analyzed using descriptive statistics including percentage, mean, and standard deviation, while qualitative data were analyzed through content analysis from interviews, focus group discussions, and observations.
The research findings were as follows:
- The overall level of problems in fostering mathematical thinking was moderate (mean = 3.29). The highest-rated aspect was cooperative learning (mean = 4.34), while the lowest was reinforcement (mean = 2.42).
- From observations during mathematics camp activities, it was found that students implemented the activities effectively and received positive feedback from the participating schools. However, students lacked awareness that they were applying mathematical thinking processes, indicating a need for instructors to emphasize conceptual explanations prior to instructional activities.
- The developed model for promoting mathematical thinking involved three main stakeholders: mathematics instructors, the Faculty of Education, and the students. The instructors’ roles were divided into three stages: the introduction stage (explaining the thinking process), the instructional stage (integrating the process into content), and the conclusion stage (highlighting applications of the thinking process). The Faculty of Education provided support based on the 4M principles: Man (personnel development), Money (budget), Material (learning materials), and Management (administrative support). Students were trained in mathematical thinking through camp activities and were required to understand the actual thinking steps used in activity design, which were explained by instructors before practical implementation.
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