Development of Learning Management Model to Promote Mathematical Thinking Processes for Students in Grade

Abstract

Background and Aims: Mathematical thinking refers to the use of mathematical tools to understand various phenomena in the world around us. It enables individuals to apply mathematical skills beyond the classroom, recognize patterns, identify common situations in problems, detect errors, and develop new strategies. This leads to a systematic approach to solving quantitative problems, as a result of mathematical learning and practice, with an emphasis on understanding rather than focusing solely on results or answers. This research aims to: 1. Study the background information and the needs for developing a learning management model to promote mathematical thinking processes for Grade 5 students. 2. Develop and determine the effectiveness of a learning management model to promote mathematical thinking processes for Grade 5 students to meet the efficiency criteria of 80/80.

Methodology: The sample group used in this study consisted of 40 Grade 5 students who were studying in the second semester of the 2023 academic year at a school in Suphanburi Province. The sample was obtained using cluster random sampling. The research instruments included a learning management model to promote mathematical thinking processes, learning management plans, a mathematical thinking processes test, and a questionnaire on students’ opinions. Data analysis involved the use of mean (M), standard deviation (SD), Efficiency values (E₁/E₂), t-test for dependent samples, and content analysis.

Results: Research Findings:  (1) The results of the analysis of basic information and essential needs revealed that the principles of learning management should aim to promote comprehensive and well-rounded mathematical thinking processes in learners. This leads to the development of competencies in accordance with the curriculum, with instruction tailored to the learners’ prior knowledge. The learning process should follow a clear and sequential structure and be applicable to daily life. Key components include problem-solving Reasoning communication connections representation of ideas. Instructional techniques and strategies involve group-based hands-on learning activities, using questioning techniques to stimulate thinking and encourage student expression. Students work collaboratively in groups, following a structured learning development process that emphasizes activities encouraging analytical thinking and group discussion. Teachers play a guiding role, providing direction while allowing students to collaboratively analyze problems and express reasoned opinions. Teachers also promote, support, and engage in discussion with students. Assessment and evaluation employ a variety of tools, utilizing diverse learning resources, media, and technologies that support learning in an accessible and age-appropriate manner. (2) The learning management model to promote mathematical thinking processes for Grade 5 students (GACPA Model) consists of 4 components: 1) Principles, 2) Objectives, 3) Learning management process, which includes 5 steps: 3.1) Creating interest, 3.2) Activating prior knowledge, 3.3) Collaborative work, 3.4) Presenting content, 3.5) Evaluation. And 4) Measurement and assessment have an effectiveness score of 82.35/82.23.

Conclusion:  The research underlines the necessity of structuring learning experiences that foster holistic mathematical thinking customized to students’ past knowledge. A systematic, student-centered method for encouraging participation, teamwork, and critical thinking in mathematics is provided by the GACPA Model. The model's strong efficacy suggests that it has the ability to improve the mathematical proficiency of students in Grade 5.