The Development of Ethical Reasoning Skills in Mathematics Through the Creation of Mathematical Modeling Combined with Social Open-Ended Problems for Sixth-Grade Students
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Abstract
This classroom action research aimed to explore instructional approaches for enhancing sixth-grade students’ mathematical ethical reasoning skills on the topic of ratio by integrating mathematical modeling with socially open-ended problems. Additionally, the study examined the effects of such instructional approaches on the development of mathematical ethical reasoning among sixth-grade students on the topic of ratio. The target group consisted of 6 sixth-grade students from a small primary school. The research instruments included three lesson plans, totaling nine hours, reflection forms after the learning sessions, and a mathematical ethical reasoning assessment. Students’ responses in activity sheets and assessments were analyzed using a scoring rubric. The results of the study on instructional approaches revealed that integrating mathematical modeling with socially open-ended problems—developed through the mathematical modeling process and theoretical frameworks for ethical reasoning development— should focus on selecting situations that involved socially open-ended problems within the students’ immediate context. The situations used must be open-ended social problems within the students' context, where students have the power to make decisions, and these decisions impact them. Teachers should create open environments that allow students to apply their personal attitudes, beliefs, and values to ethical issues without being influenced or guided, to support the use of mathematical modeling as a basis for decision-making, and to promote discussion and reflection on the role of mathematics in ethical decision-making. The results showed that, overall, students’ mathematical ethical reasoning skills significantly improved to a high level after the implementation of the learning approach. In conclusion, instructional approaches that combine mathematical modeling with socially open-ended problems at the primary level is an approach where teachers play a crucial role and can enhance the mathematical ethical reasoning skills of 6 sixth-grade students.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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