Abstract
The purposes of this research were 1) to compare the mathematical reasoning ability of students before and after engaging in organized mathematics learning activities using an ill-structured problem-solving process combined with scaffolding, and 2) to compare the attitudes towards mathematics of students before and after participating in organized mathematics learning activities using an ill-structured problem solving process combined with scaffolding. The sample group consisted of 30 ninth grade students under the Secondary Educational Service Area Office Bangkok 2, selected through purposive sampling. The tools used for the experiment included mathematics lesson plans using the ill-structured problem-solving process combined with scaffolding. Data were collected using mathematical reasoning ability tests and an attitude questionnaire and analyzed using arithmetic mean, standard deviation, and t-test. The research found that 1) the mathematical reasoning abilities of students after engaging in organized mathematics learning activities using the ill-structured problem solving process combined with scaffolding were significantly higher than before at the .05 level of significance, and 2) students’ attitudes toward mathematics after being taught through organized mathematics learning activities using an ill-structured problem solving process combined with scaffolding were higher than before at the .05 level of significance.
Publisher
Faculty of Education, Chulalongkorn University
DOI
10.14456/educu.2024.59
First Page
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Last Page
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Recommended Citation
Chanhom, Apisara and Thamsuan, Jongkol
(2024)
"Effects of Organizing Mathematics Learning Activity Using Ill-structured Problem Solving Process and Scaffolding Strategy on Mathematical Reasoning Ability and Attitude Towards Mathematics of Ninth Grade Students,"
Journal of Education Studies: Vol. 52:
Iss.
4, Article 14.
DOI: 10.14456/educu.2024.59
Available at:
https://digital.car.chula.ac.th/educujournal/vol52/iss4/14
