แนวทางการจัดการเรียนการสอนที่สอดคล้องกับองค์ประกอบของความสามารถ ในการสื่อสารทางคณิตศาสตร์ของนักเรียนประถมศึกษาปีที่ 6

Abstract

Abstract

The purposes of this research are: 1) to study the factors of the mathematical communication ability of sixth grade students, and 2) to propose instructional guidelines in congruence with the factors of the mathematical communication ability of sixth grade students. The sample used in this study are 180 sixth grade students under the authority of Bangkok Primary Educational Service Area Office and 6 mathematics teaching specialists. The instruments used for collecting data are mathematical communication ability tests and questionnaires. The quantitative analysis used SPSS program for data analysis to find the average number, standard deviation, and Pearson's correlation coefficients. The M-plus program is also used to analyze the confirmatory elements. As for content analysis, qualitative data analysis is used. The research’s results showed that: 1) The researcher also found that mathematical language usage is the most essential factor of mathematical communication ability. The result of correlative testing between the mathematical communication abilities the researcher has developed shows that the correlation with the empirical data are c² = 9.57, df = 5, p = 0.09, CFI = 0.99 and SRMR = 0.02. 2) The instructional guidelines are as follows: (1) Teachers should focus on making demonstrations or examples to project the accurate and clear mathematical communication. Provide mathematical writing activities that encourage students to use mathematical language and symbols to express and present their ideas. (2) Set up the learning-support environment. Arrange the tables in pairs or small groups so that the students can discuss and exchange their opinions. Create an atmosphere that encourages learning activities by giving the students the opportunity to express their opinions. (3) Use learning media. The media must be concrete, easy to understand, experienced in the students’ lives, and relating to the current teaching topics. (4) Measure and evaluate. Learning activities need to be assessed through speech and writing via a variety of methods and tools. The assessment must be focused on development rather than on judging a student.