แนวทางในการพัฒนาความเข้าใจทางคณิตศาสตร์และการแสดงแทนเกี่ยวกับความสามารถในการแก้ปัญหาเศษส่วนของนักเรียนชั้นมัธยมศึกษาปีที่ 1

Chusak Chubthaisong; Ramnaree  Nontapa

doi:10.14456/iarj.2023.240

Authors

Chusak Chubthaisong Faculty of Education, Rajabhat Mahasarakham University, Thailand https://orcid.org/0009-0001-9164-8050
Ramnaree Nontapa Faculty of Education, Rajabhat Mahasarakham University, Thailand https://orcid.org/0009-0001-7586-0617

DOI:

https://doi.org/10.14456/iarj.2023.240

Keywords:

Mathematical Understanding; , Mathematical Representation; , Mathematical Problem Solving; , Public Media

Abstract

Mathematical Understanding is the ability to translate, interpret, and create links between ideas, facts, and mathematical processes to the point of being able to relate existing knowledge to new situations so that problems can be solved. Thus, this research aims (1) to examine the understanding of math and representations for solving fractions problems, 2) to compare the understanding of math and representations for solving fractions problems classified by sex and intelligence level, and 3) to study ways to develop mathematical understanding and representation The sample was seventh students’ grade at Sarakham Pittayakom School. A total of 210 students. The research instruments were: 1) understanding of mathematics test, 2) representation of mathematics test, 3) problem-solving test, and 4) interview form. The statistics used in the research were frequency, percentage, mean, and standard deviation. Multiple variance analysis using a case study method writing analysis and presented by descriptive and analytical methods. The results of the research revealed that (1) mathematical understanding. of students with a high level of intelligence, level 2 Image Making The mathematical representation of students with a high level of intelligence is the use of symbols. solve mathematical problems about fractions had a high level of intelligence. Sorted by the highest mean score, which is understanding the problem devising a plan carrying out the plan, and looking back, respectively. (2) mathematical understanding and a representation of the student's ability to solve fraction problems by level of intelligence The difference was statistically significant at the .05 level. And (3) Guidelines for developing mathematical understanding and representation of fractional problem-solving abilities is that the teacher must show students how to do a variety of things in a single problem. Use of media or equipment to manage classes Teaching fractions Teachers must explain how to do this in detail and clearly, along with examining the answers and how to summarize them.

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