Developing Mathematical Communication Abilities through Experiential Learning for Grade 10 Students at Wiengmok Wittaya School in Lampang Province

Abstract

Background and Aims: Mathematical skills and processes refer to the ability to apply knowledge to learn various things, gain understanding, and effectively apply them in daily life. Learning management that emphasizes students' self-experienced learning and analytical thinking processes enhances students' ability to learn more effectively. Therefore, the purposes of this research were to (1) develop the mathematical communication abilities of grade 10 students through experiential learning activities and (2)study best practices in organizing experiential learning activities that enhance mathematical communication abilities.

Methodology: The target group consisted of 10 students from grade 10, the second semester of the academic year 2023, at Wiang Mok Wittaya School, Lampang province. The research instruments included: 1) an experiential learning activity plan, 2) a teacher's classroom behavior observation form, 3) a student learning behavior observation form, 4) two mathematical communication abilities assessment forms focusing on speaking one for peer assessment and one for teacher assessment, 5) a written mathematical communication abilities test administered at the end of each cycle, and 6) a final written mathematical communication abilities test after the completion of the activities. Data were analyzed using mean, standard deviation, and content analysis.

Results: In each cycle and after the activities, 1) the student's average mathematical communication abilities exceeded 80%. The average score for verbal communication abilities was over 95% in every cycle and after the activities. The students were able to explain their concepts clearly to peers, discuss and exchange ideas within groups and class levels until concluding, and present their ideas and problem-solving methods in a clear and structured manner. The student's average score for written communication abilities in the first cycle was 67.11%, which increased to over 70% in the second to fourth cycles and after the activities. The students demonstrated the ability to create tree diagrams to illustrate problem-solving concepts and write step-by-step explanations using mathematical language and symbols. 2) The best practices for conducting experiential learning activities that enhance mathematical communication abilities include: (2.1) using a variety of activities, designing situations relevant to the students' daily lives, and incorporating materials to stimulate interest and encourage participation; (2.2) encouraging students to review their learning through hands-on activities; and (2.3) encouraging continuous verbal and written communication through group discussions, using guiding questions, and providing positive reinforcement when students express their ideas.

Conclusion: The mathematical communication abilities of grade 10 students at Wiang Mok Wittaya School improved by more than 80% after participating in experiential learning activities. The best practices for conducting experiential learning activities that enhance mathematical communication abilities involve students learning through hands-on experiences using activities that are closely related to real life, with concrete materials. Additionally, these practices encourage students to continuously develop their mathematical communication abilities, both in speaking and writing.