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Learning Implementation based on Mathematical Modeling to Enhance Statistical Thinking Abilities in Statistics for Grade 8 Students |
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| รหัสดีโอไอ | |
| Creator | Wanintorn Poonpaiboonpipat |
| Title | Learning Implementation based on Mathematical Modeling to Enhance Statistical Thinking Abilities in Statistics for Grade 8 Students |
| Contributor | Suwanna Tanyong |
| Publisher | Faculty of Science, Ubon Ratchathani University |
| Publication Year | 2569 |
| Journal Title | Journal of Science and Science Education |
| Journal Vol. | 9 |
| Journal No. | 1 |
| Page no. | 145-160 |
| Keyword | Mathematical Modeling, Mathematical Thinking, Statistics |
| URL Website | https://so04.tci-thaijo.org/index.php/JSSE/ |
| Website title | Journal of Science and Science Education |
| ISSN | ISSN 2697-410X |
| Abstract | This research aimed to 1) investigate pedagogical guidelines for mathematical modeling-based learning to promote mathematical thinking, and 2) study the effects of this approach on the mathematical thinking of Grade8 students in the topic of Statistics. The target group consisted of 39 Grade 8 students from an extra-large school in Phichit Province during the second semester of the 2025 academic year. The study utilized a Classroom Action Research design across fourcycles, totaling 12 hours. Research instruments included lesson plans, learning reflection forms, activity sheets, and a mathematical thinking ability test. Data were validated through triangulation and analyzed using qualitative methods. The research findings revealed that: 1. Pedagogical guidelines for mathematical modeling-based learning should prioritize the roles of teachers and students in three key areas: 1) selecting real-world, open-ended, and meaningful situations to serve as a starting point forstudents to independently define the scope of their mathematical models; 2) utilizing scaffolding questions to prompt students to analyze conditions and initial agreements when transforming real-world problems into mathematical models; and 3) emphasizing the connection of results from the model back to the real-world context and validating their reasonableness, rather than focusing solely on computational accuracy. 2. Students demonstrated a sequential improvement in their mathematical thinking abilities through the mathematical modeling process. Based on the activity sheets, all aspects of the students' mathematical thinking abilities were at Level 2, ranked from highest to lowest as follows: reasoning, problem-solving, and representation. This contrasted with the results of the mathematical thinking ability test, which ranked the abilities from highest to lowest as follows: problem-solving, representation, and reasoning. These findings indicate that the mathematical modeling-based learning approach effectively reflects the development of students' mathematical thinking, particularly enhancing their capacities to solve, understand, execute, and conclude solutions to mathematical problems. |
