การพัฒนาหลักสูตรเพื่อเสริมสร้างความสามารถในการจัดกระบวนการจัดการเรียนรู้ สำหรับครูที่จบการศึกษาไม่ตรงวุฒิ /วิชาเอกคณิตศาสตร์ The Curriculum Development for Enhancement of Learning Management Ability for Elementary Teachers who do not Graduate Mathematics Education / Mathematics Major Degree

Abstract

         The objective of this research were: 1) to develop curriculum for enhance ability to arrange the learning process for teachers who do not graduate in Mathematics Education/ Mathematics Major Degree and2) to study the outcomes of the developed curriculum. The tools in the study consisted of the interview questionnaire about necessities and guidelines for the curriculum development, the questionnaire aboutstate, problems and needs in the curriculum development, the curriculum evaluation, the basic-level Mathematics test, the lesson planes evaluation, the instruction evaluation, and the satisfaction survey.Analyzed by Frequency, percentage, Mean, Standard Deviation, and Content Analysis. The result indicated as these followings;

          1) The developed curriculum, including the principles, purposes, contentscomposed of 3 sections:1) the basic-level Mathematics contents for 10 credits, 2) the arrangement of teaching Mathematics in elementary schools for 1 credit and 3) the management of Mathematics Instruction for 3 credits. Instruction activities, instructional medias, measurements, and assessments by the developed curriculum are most compatible. Besides, the evaluation of the benefits, possibilities, appropriateness, and accuracy were rated at the maximum level.

       2) After utilizing the developed curriculum, the teachers were more comprehensible in basic Mathematics; moreover, they could design the lesson plans, and instruct the activities in Mathematics for elementary students at a good level. They also satisfied with the curriculum at maximum level. Aside from thattheir perception, 85.18 percent of the teachers gained more knowledge of basic Mathematics, 92.59 percent of them increased the understanding and skills to design the activities of the lesson plans, and 88.88 percent of them had the better comprehension in Mathematics teaching and the ability to instruct Mathematics better. There was the effect on the academic service which was the increased networks among universities and educational organizations.