The Developing Results of Learning Model Management Based on Cognitive Development Theory to Enhance Mathematical Problem Solving Abilities for Grade 6 Students
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Abstract
This research aims to: 1) study the basic information about the development of learning management model based on cognitive development theory to enhance mathematical problem-solving ability for s6th grade students, 2) to develop the learning management model based on cognitive development theory to enhance mathematical problem-solving ability for 6th grade students. The research was conducted in two phases: Phase 1 involved studying basic information related to the development of the learning management model, while Phase 2 focused on developing the learning management model using research and development processes. The research involved a sample group of 30
6th grade students from Yod kaeng Songkro Community School, selected through random sampling. The research instruments used included student questionnaires, interviews with mathematics teachers, interviews with mathematics teaching experts, evaluations of the suitability of the model, and assessments of the model's coherence. The data analysis was carried out using basic statistics, including frequency, percentages, means, and standard deviations.
The research findings revealed the following: 1) The basic information about the development of learning management model based on cognitive development theory to enhance mathematical problem-solving ability for 6th grade students indicated that students' problems in mathematical problem solving were at the medium level, and students' needs in learning for enhancing mathematical problem-solving ability were at the high level. The suggested approach for teaching mathematics emphasized independent learning, which fostered enduring knowledge and understanding compared to rote memorization. It also highlighted the importance of student-centered learning, where students utilized their knowledge, understanding, expressed opinions, and engaged in collaborative learning, particularly related to their own thought processes in mathematical problem-solving. 2) The development of the learning management model based on cognitive development theory to enhance mathematical problem-solving ability of 6th grade students incorporated three foundational theories and concepts: 1) Social Constructivism Theory, 2) Metacognition approach, and 3) Open-ended and step-by-step approach. The learning process consists of five steps: 1) presenting problem situations, 2) seeking problem-solving strategies, 3) implementing problem-solving strategies, 4) discussing and analyzing, and 5) summarizing the learning experience.
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